371.73 

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NATIONAL  COMMITTEE  FOR  THE  PREVENTION  OF  BLINDNESS  PUBLICATIONS 


18.— MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


MANUAL  FOR  CONSERVATION 
OF  VISION  CLASSES'* 

A  MANUAL  TO  ASSIST  IN  THE  ESTABLISHING  AND 
CONDUCT  OF  CLASSES  FOR  CONSERVATION  OF 

VISION 


NOVEMBER,  1919 


TIONAL  COMMITTEE  for  the  PREVENTION  OF  BLINDNESS,  Inc. 
EAST  T  WE  N  T  Y  -  SE  C  O  N  D  STREET,  NEW  YORK 


Return  this  book  on  or  before  the 
Latest  Date  stamped  below.  A 
charge  is  made  on  all  overdue 
books. 

U.  of  I.  Library 

"  ^  -«v  — 

NM30’3  8 
JUL2  6’38 

]lJH  “6  1939 

m  29  1941 

APR  1 3  1348 

M  V  O  •»  IQ/ 


^324-S 


To  Prevent  is  Better  than  to  Cure! 

Delaware  School,  Syracuse.  An  ideal  school  building.  Actual  glass  window  space  in  each  room  equaling  one-fifth  floor  area, 
excellent  artificial  lighting  conditions,  adjustable  window  shades,  and  movable  adjustable  chairs  and  desks  reduce  eye-strain  to 


MANUAL  FOR  CONSERVATION 
OF  VISION  CLASSES 


A  MANUAL  TO  ASSIST  IN  THE  ESTABLISHING  AND 
CONDUCT  OF  CLASSES  FOR  CONSERVATION  OF  VISION 


BY 


Winifred  Hathaway,  Secretary 

NATIONAL  COMMITTEE  FOR  THE  PREVENTION  OF  BLINDNESS;  SECRETARY,  NEW 
YORK  STATE  COMMITTEE  FOR  THE  PREVENTION  OF  BLINDNESS 


NOVEMBER,  1919 


130  EAST  TWENTY-SECOND  STREET 
NEW  YORK  CITY 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/manualforconserv00hath_0 


f  ^A/2r 


w  7  S'™ 


ACKNOWLEDGMENT 

To  Mr.  Robert  B.  Irwin,  Supervisor  of  Classes  for  the  Blind  of 
Ohio,  originator  of  the  idea  of  Conservation  of  Vision  Classes  in 
America;  Miss  Ida  Ridgeway,  Supervisor  of  the  Children’s  De¬ 
partment  of  the  Massachusetts  Commission  for  the  Blind ;  Miss 
Frances  E.  Moscrip,  Inspector  of  Classes  for  the  Blind  of  the 
City  of  New  York;  Miss  Estella  Lawes,  Supervisor  of  the  De¬ 
partment  for  the  Blind,  Cincinnati  Public  Schools;  Miss  Jose¬ 
phine  B.  Stuart,  Assistant  Superintendent  of  Schools  of  New 
Bedford,  all  of  whom,  together  with  their  splendid  corps  of 
teachers,  co-operated  most  willingly  in  making  this  manual  pos¬ 
sible;  to  the  ophthalmologists,  Dr.  Morell  B.  Beals,  of  New 
York;  Dr.  Louis  Strieker,  of  Cincinnati;  Dr.  Walter  H.  Snyder, 
of  Toledo;  Dr.  Leroy  D.  Monson,  of  Cleveland,  who  have  de¬ 
voted  their  time,  energy  and  science  to  carry  on  the  work  of 
conserving  vision  among  the  school  children;  to  Mr.  Edward  M. 
Van  Cleve,  who  gave  the  benefit  of  his  long  educational  experience 
by  advice  and  criticism;  to  one  and  all  who  have  contributed 
directly  or  indirectly,  the  thanks  of  the  author  are  most  grate¬ 
fully  acknowledged. 


Dedicated  to  all  children  who,  suffering 

FROM  DEFECTIVE  EYESIGHT,  MAY,  THROUGH 
THE  OPPORTUNITY  AFFORDED  BY  THESE  SPE¬ 
CIAL  CLASSES,  BE  GIVEN  THE  LARGER  VISION 
ENABLING  THEM  TO  GROW  IN  WISDOM  AND 


UNDERSTANDING 


FOREWORD 

A  little  girl  sitting  in  a  doorway  is  listlessly  pushing  a  carriage 
back  and  forth  in  a  half-hearted  attempt  to  hush  a  crying  child. 
Presently  a  head  appears  from  a  nearby  window,  and  the  owner, 
throwing  down  some  money  wrapped  in  newspaper,  asks  the  girl 
to  run  to  the  store  for  various  provisions.  She  evidently  wel¬ 
comes  this  diversion,  knowing  that  in  the  newspaper  will  be  in¬ 
cluded  a  trifle  for  her  services.  The  crying  baby  can  await  her 
return.  She  pushes  the  carriage  aside  impatiently,  and  as  she 
stands  up  her  neglected  condition  becomes  apparent.  Her  stock¬ 
ings  are  down  about  her  shabby  shoes ;  her  ragged  dress  has  evi¬ 
dently  not  seen  the  tub  for  many  days,  her  general  disheveled  air 
shows  small  acquaintance  with  soap  and  water  or  brush  and  comb. 

She  returns  presently  and  resumes  her  former  occupation, 
lessening  the  tedium  by  chewing  the  gum  she  has  just  bought. 

She  is  evidently  a  familiar  figure,  for  the  passers-by  call  to  her 
in  the  vernacular  and  her  retorts  show  an  intimate  knowledge  of 
the  slums. 

By  and  by  an  interested  spectator  passes  several  times  on  the 
other  side  of  the  street;  he  crosses  and  accosts  the  child.  “  Play¬ 
ing  hookey?”  he  asks  tentatively.  “Naw!”  replies  the  girl  dis¬ 
dainfully.  “Can’t  go  to  school;  can’t  see  to  read  the  letters!” 
“Can’t  see  to  read  the  letters!”  he  repeats.  What  is  he,  the 
truant  officer,  to  do  with  a  case  like  this?  Is  there  no  way  of 
saving  this  child  and  hundreds  like  her  from  the  life  that  stretches 
out  uninterestingly  before  her?  Is  there  no  way  of  giving  her  an 
education,  even  if  she  can’t  see  well  enough  to  read  the  letters? 

The  answer  has  been  long  in  coming — it  is  now  here:  “ Classes 
for  conservation  of  vision  in  public  school  systems!” 


TABLE  OF  CONTENTS 


PAGE 

Acknowledgment .  5 

Dedication .  7 

Foreword .  9 

History  of  Sight- Saving  Classes  in  America .  13 

Reasons  for  Establishing  Classes  for  Conservation  of  Vision .  14 

Equipment .  16 

Essential  Equipment .  16 

Room .  16 

Lighting  Conditions .  18 

Window  Shades .  19 

Walls  and  Ceilings .  19 

Artificial  Lighting .  19 

Cupboards .  21 

Blackboards .  21 

Seating  Equipment .  22 

Large  Type  Books  and  Charts .  27 

Paper .  32 

Pencils  and  Pens .  32 

Tables  and  Chairs .  32 

Typewriter  and  Stand .  32 

Materials  for  Hand  Work .  34 

Recommended  Equipment .  34 

Desirable  Equipment .  34 

Medical  School  Inspection  in  Its  Relation  to  Conservation  of  Vision  Classes  34 

Candidacy  of  Children  for  Conservation  of  Vision  Classes .  36 

Ohio  Standard .  36 

New  York  Standard .  38 

Massachusetts  Standard .  38 

After  Care .  40 

Systems  Under  Which  Conservation  of  Vision  Classes  Work .  41 

The  Teacher .  44 

Supervision .  48 

Cincinnati’s  Cooperative  Plan .  49 

Size  of  Conservation  of  Vision  Classes .  50 

Time  Distribution .  50 

General  Time  Distribution  Schedule .  51 

Morning  Exercises .  51 

Arithmetic .  52 

Geography  and  Nature  Study .  53 

History .  53 

Literature .  53 

Language .  .  . .  53 

Written  Spelling . 53 

Manual  Training  and  Drawing .  55 

Hygiene .  55 

Music .  55 

Physical  Training .  55 

Games . 55 

Cooperation  Between  the  Grade  and  the  Special  Teacher .  56 

1 1 


TABLE  OF  CONTENTS 


PAGE 

Cooperation  Between  the  Home  and  the  School .  58 

Preparation  Work .  60 

Special  Conservation  of  Vision  Classes  for  Trachomatous  Children .  62 

Conservation  of  Vision  Classes  in  the  High  School .  62 

Disposition  of  the  Mentally  Subnormal  Child  Suffering  from  Defective 

Vision .  63 

Placement  of  Children  Whose  Vision  is  Affected  by  General  Health  Con¬ 
ditions  .  66 

Vocational  Guidance .  66 

Reaching  the  Conservation  of  Vision  Class .  68 

Luncheon .  68 

Financial  Aspect .  72 

Salary  of  Conservation  of  Vision  Class  Teacher .  74 

Resources .  74 

Criticism  of  Existing  Conditions .  75 

General  Helps  and  Suggestions .  76 

Equipment .  78 

Seating  Arrangements .  78 

Bins  and  Cupboards .  79 

Pencils .  79 

Suggested  Helps  in  Special  Subjects .  79 

The  Arithmetic  Lesson .  79 

The  Geography  Lesson .  84 

Books  for  Suggestions .  85 

Language  and  Spelling  Lessons .  88 

Suggestive  Books .  89 

Suggestive  Books  Containing  Ideal  Pictures .  89 

The  History  Lesson .  89 

Current  Topics .  90 

Typewriting .  90 

Clay  Modeling .  95 

Manual  Training .  95 

Physical  Training .  95 

Busy  Work .  96 

Weaving .  96 

Basket  Making .  96 

Primary  Work — Paper  Construction .  99 

Poster  Work .  99 

Sewing .  99 

Construction  Toys . . 100 

Knitting  and  Crocheting . 100 

Cut-outs . 100 

Suggestive  Books .  100 

Prevention . 101 

Future  Possibilities . 104 

Conclusion . 105 

Appendices: 

List  of  Large  Type  Books  Available . 106 

Ohio  System  for  Artificially  Lighting  Conservation  of  Vision  Class¬ 
rooms  . 107 


12 


HISTORY  OF  SIGHT-SAVING  CLASSES  IN  AMERICA 


From  the  beginning  of  American  history  there  have  existed 
educational  advantages  for  the  normally  sighted  child.  The 
church  and  the  schoolhouse  were  the  first  public  buildings 
planned  for  in  any  colony.  Since  1831,  when  the  first  school  for 
the  blind  was  established  in  the  United  States,  a  system  of  educa¬ 
tion  for  those  who  must  learn  to  see  with  their  fingers  has  been 
gradually  developing  throughout  the  country,  but  only  in  very 
late  years  has  any  thought  been  given  to  the  large  group  of  chil¬ 
dren  who  cannot  see  to  use  the  ordinary  school  equipment,  yet 
are  not  candidates  for  a  school  for  the  blind. 

In  1909  Mr.  Robert  B.  Irwin,  a  man  of  unusual  breadth  of 
mental  vision,  opened  a  class  for  the  blind  in  the  public  school 
system  of  Cleveland,  Ohio.  A  year  later  he  was  asked  to  accept 
in  this  class  two  children  who  were  unable  to  keep  up  with  the 
regular  grade  work  because  of  defective  vision.  At  first  he  used 
the  same  methods  and  equipment  for  the  blind  and  the  partially 
sighted  children,  but  soon  found  the  results  unsatisfactory;  a 
child  with  any  vision  would  depend  upon  that  rather  than  upon 
his  fingers,  and  in  consequence  might  injure  what  little  sight  he 
had. 

At  this  time  there  came  to  the  attention  of  Mr.  Irwin  the  work 
being  carried  on  in  England  by  Dr.  N.  Bishop  Harman,  who  had 
established  classes  for  myopes  (near-sighted  children),  arranging 
special  equipment  to  meet  their  particular  needs.  Mr.  Irwin, 
therefore,  separated  his  class  into  two  divisions,  one  for  the  finger 
readers,  and  one  for  children  of  defective  vision ;  for  the  latter  he 
worked  out  a  careful  plan  covering  the  necessary  equipment. 

He  again  found  a  reason  for  change.  The  question  of  lighting 
conditions  was  not  important  for  the  blind  child ;  sunshine  was 
essential  for  the  general  health;  to  give  a  maximum  of  benefit 
from  this  source  rooms  with  southeastern  exposures  were  chosen. 
The  glare  and  constant  changes  of  light  in  such  rooms  proved 

13 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


harmful  to  many  of  the  children  suffering  from  eye  defects  and 
diseases,  hence  an  absolute  separation  of  the  groups  became  neces¬ 
sary  and  was  made  in  the  fall  of  1913. 

In  the  meantime  Massachusetts  had  become  interested  in  the 
problem,  and  in  April,  1913,  had  opened  the  first  separate  class 
for  children  with  defective  vision  in  the  public  school  system  of 
America.  It  was  established  in  Roxbury,  a  suburb  of  Boston. 

New  York  began  work  in  sight  conservation  in  conjunction 
with  classes  for  the  blind  about  the  same  time  Massachusetts  did. 
In  the  winter  of  19 14-19 15  two  experimental  classes  were  organ¬ 
ized  which,  with  other  classes  of  the  same  character,  were  author¬ 
ized  the  following  year  by  the  Board  of  Education  and  termed 
Sight  Conservation  Classes. 

Other  cities  began  to  follow  the  example;  the  progress  has 
been  slow  for  various  reasons :  the  work  was  considered  to  be  still 
in  the  experimental  stages;  special  equipment  was  difficult  to 
get ;  teachers  hesitated  to  undertake  a  task  for  which  there  were 
no  opportunities  for  preparation. 

But  the  experimental  stage  is  passed;  special  equipment  is 
now  available,  and  teachers  may  prepare  by  making  use  of  the 
experience  of  those  who  have  already  made  a  success  of  the 
undertaking.  To  help  in  initiating  new  classes,  and  to  assist  in 
making  easier  the  work  of  classes  already  established,  is  the  pur¬ 
pose  of  this  manual. 


REASONS  FOR  ESTABLISHING  CLASSES  FOR  CONSER¬ 
VATION  OF  VISION 

For  all  practical  purposes  children  having  less  than  1/10  vision 
are  considered  blind  and  are  eligible  for  admission  to  a  school  for 
the  blind. 

There  is,  however,  a  large  group  of  children  who  have  con¬ 
siderably  more  than  1/10  vision,  yet,  because  of  eye  defect  or 
disease,  cannot  read  ordinary  print  or  see  figures  or  letters  written 
on  the  blackboard. 

There  is  another  large  group  of  children  who  can  see  the  black¬ 
board  work  and  read  the  text-book,  but  only  by  such  a  strain  on 
their  vision  and  their  nervous  system  that  any  result  they  may 

14 


15 


This  near-sighted  boy  was  considered  a  defective  delinquent  in  the  regular  grade.  In  a  sight-saving  class  he  is  not  only  proving 

a  good  scholar,  but  truancy  no  longer  has  any  charm  for  him. 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


accomplish  is  at  the  expense  of  their  sight  and  their  general 
health. 

Children  of  these  groups  allowed  to  remain  in  the  regular 
grade  form  a  large  percentage  of  the  chronic  repeater  class. 
Unless  their  visual  defects  are  discovered,  they  are  often  con¬ 
sidered  mentally  deficient,  and  one  of  two  things  is  likely  to 
happen:  they  become  the  butt  of  the  other  children's  ridicule,  are 
deprived  of  the  possibilities  of  work  and  of  play,  and  may  change 
from  the  happy,  buoyant  youngsters  who  entered  school  into  shy, 
morose,  sullen  boys  and  girls;  or  they  may  try  to  escape  the 
uninteresting  and  unprofitable  by  playing  truant,  and  truancy 
is  the  open  doorway  to  the  J uvenile  Court. 

To  provide  proper  educational  advantages  for  these  two 
groups  is  the  object  of  the  conservation  of  vision  class  in  public 
school  systems. 


EQUIPMENT 

If  the  class  for  conservation  of  vision  is  to  be  a  success,  careful 
attention  must  be  given  to  the  selection  of  adequate  equipment. 
This  may  be  divided  into  three  classes: 

1.  Essential  Equipment. 

2.  Recommended  Equipment. 

3.  Desirable  Equipment. 

1.  Essential  Equipment — Selection  of  Room. — The  first  con¬ 
sideration  must  be  given  to  the  selection  of  a  room;  the  fact 
that  only  ten  or  twelve  children  are  to  occupy  it  is  no  reason  for 
deciding  that  a  small  area  will  meet  the  requirements.  It  must 
be  borne  in  mind  that  this  type  of  work  necessitates  a  great  deal 
of  moving  about.  There  must  be  ample  space  to  allow  for  the 
changing  of  the  position  of  chairs,  desks,  tables,  etc.,  in  order  to 
obtain  the  best  lighting  conditions  and  to  make  it  possible  for  the 
pupil  to  get  as  near  as  necessary  to  the  blackboard  or  to  objects 
being  studied.  Another  consideration  is  the  space  for  active 
exercise;  even  a  short  period  of  close  work  requires  the  expendi¬ 
ture  of  great  nervous  energy  on  the  part  of  the  child  suffering 
from  defective  vision,  hence  his  intervals  of  rest  and  recreation 
must  be  frequent;  a  half-hour  of  intensive  work  must,  in  most 

16 


17 


A  well-equipped  sight-saving  class-room. 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


cases,  be  followed  by  a  few  minutes’  period  of  relaxation — rest, 
organized  play,  or  manual  work  requiring  no  close  attention. 

An  average  class-room  (720  to  900  sq.  ft.)  is  none  too  large; 
the  superintendent  who  attempts  to  crowd  a  class  into  a  small 
space  is  making  an  initial  mistake  that  will  tend  to  defeat  the 
object  for  which  it  is  established. 

Lighting  Conditions.* — The  next  consideration  is  of  lighting 
conditions.  In  many  cases  sight  is  much  affected  by  the  general 
health,  hence  children  suffering  from  defective  vision  are  often 
benefited  by  sunlight;  on  the  other  hand,  the  constantly  changing 
light  emanating  from  a  southern  exposure  is  most  trying  to  afflicted 
eyes.  The  point  to  be  borne  in  mind  is  that  the  light  must  be  as 
nearly  constant  as  possible. 

To  obtain  a  maximum  of  benefit  a  northeast  exposure  has  been 
found  most  desirable;  the  morning  sun  floods  the  room,  and  the 
most  constant  diffusion  is  gained  from  the  north  light.  If  a 
northeast  exposure  is  not  possible,  the  order  of  preference  is  as 
follows:  east,  north  and  east,  northwest,  west,  north  and  west, 
north. 

Unilateral  lighting,  that  is,  by  windows  located  on  one  side  of 
the  room  only,  is  advocated,  provided  no  part  of  the  work  plane 
is  more  distant  from  a  window  than  one  and  one-half  times  the 
height  of  the  top  of  the  window  from  the  floor.  If  bilateral 
lighting  is  used  (windows  on  two  sides  of  a  room),  the  walls  must 
in  all  cases  be  adjacent,  to  eliminate  cross  shadows.  Seats  and 
desks  should  be  so  arranged  that  the  light  comes  from  the  left, 
or,  in  case  of  bilateral  lighting,  from  the  left  and  back;  no  child 
should  sit  facing  the  light. 

Nearby  buildings  should  not  be  close  enough  to  obstruct  the 
horizon;  satisfactory  illumination  is  usually  obtained  when  the 
visible  sky  subtends  a  minimum  vertical  angle  of  5  degrees  at 
any  work  point  in  the  room. 

The  window-glass  area  shall  equal  not  less  than  one-fifth  of  the 
floor  area.  Best  results  are  obtained  from  windows  placed  3  feet 
3  inches  from  the  floor  to  window-sill  and  6  inches  from  the  ceiling, 
as  most  light  is  received  from  the  top. 

*For  fuller  detail  see  “Code  of  Lighting  School  Buildings,”  published  by 
Illuminating  Engineering  Society,  29  West  39th  Street,  New  York. 

18 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Window  Shades. — The  purpose  of  window  shades  is  threefold — 
the  diffusion  of  direct  sunlight,  the  control  of  illumination  to 
secure  reasonable  uniformity,  the  elimination  of  glare  from  the 
visible  sky  and  from  the  blackboard  wherever  possible.  The 
most  satisfactory  results  have  been  obtained  by  equipping  each 
window  with  two  shades,  operated  by  double  rollers  placed  near 
the  level  of  the  meeting  rail ;  the  shades  may  then  be  lowered  or 
raised  from  the  middle,  not  only  providing  the  maximum  benefit 
of  light,  but  of  air,  as  the  arrangement  admits  of  opening  the 
window  from  the  top  or  the  bottom  without  reference  to  shades. 
A  dark  green  is  restful  to  the  eyes,  but  excludes  too  much  light. 
Shades  of  a  buff-colored,  translucent  material  transmit  a  con¬ 
siderable  amount  of  light  and  diffuse  it  at  the  same  time. 

Walls  and  Ceilings. — The  walls  and  ceiling  of  a  room  must 
help  in  conservation  of  vision.  Since  in  these  special  class-rooms 
southern  exposures  are  to  be  avoided,  the  best  tone  on  the  walls 
is  a  light  buff  or  French  gray  in  dull  finish.  The  ceiling  should 
be  white  or  light  cream. 

Care  must  be  taken  in  the  selection  of  the  woodwork.  A  dark 
wood  absorbs  the  light,  and  a  glossy  surface  causes  a  most  irri¬ 
tating  glare.  A  dull-finished  surface  of  fairly  light  colored  wood 
will  prove  most  satisfactory.  Except  for  ceilings,  white  is  to  be 
avoided,  as  it  is  most  trying  in  its  intensity. 

Artificial  Lighting. — Artificial  lighting  conditions  are  almost  as 
important  as  natural  lighting  conditions.  When  classes  for  con¬ 
servation  of  vision  were  inaugurated,  artificial  lighting  was 
given  no  consideration,  as  all  sight  work  was  prohibited  when  the 
daylight  was  not  sufficient  to  give  the  required  amount  of  illumi¬ 
nation.  It  was  soon  found,  however,  that  the  children  lost  so 
much  time,  especially  during  the  short  winter  days,  that  they 
could  not  keep  up  with  the  regular  grade  work;  that,  moreover, 
they  would  strain  their  eyes  in  an  effort  to  see  anything  that 
attracted  their  attention;  hence  the  consideration  of  adequate 
artificial  illumination  became  imperative.  Another  factor  entered 
into  the  consideration;  it  proved  useless  to  try  to  impress  upon 
the  children  the  necessity  of  conserving  vision  by  the  correct  use 
of  light,  while  the  artificial  light  fixtures  in  the  room  demon¬ 
strated  the  worst  possible  lighting  conditions.  As  a  result,  a 

19 


20 


Dark  winter  days  do  not  interfere  with  the  work  of  the  pupils  in  this  room,  well  lighted  by  artificial  equipment.  The  shutters 
are  closed  to  prevent  the  eye-strain  that  might  result  from  different  light  sources. 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


uniform  system  of  artificial  lighting  has  been  adopted  by  the 
Ohio  classes,  which  other  states  would  do  well  to  follow.* 

The  indirect  and  semi-indirect  systems  of  lighting  have  been 
found  most  advantageous;  these  reduce  glare  to  a  minimum. 

For  the  average  room  (720  to  900  sq.  ft.)  from  four  to  six  fix¬ 
tures,  preferably  the  latter,  should  be  installed.  From  two  and 
one-half  to  three  watts  per  square  foot  of  floor  area  should  be 
provided,  with  indirect  or  semi-indirect  fixtures. 

Cupboards. — Since  practically  everything  used  by  the  chil¬ 
dren  of  conservation  of  vision  classes  is  larger  than  the  general 
grade  size,  adequate  space  must  be  provided  for  holding  materials. 
A  book  closet  with  shelves  wide  enough  to  hold  large  type  books 
and  large  size  paper  is  essential.  A  wall  cupboard,  divided  into 
generous  spaces  according  to  the  number  of  pupils  to  be  accom¬ 
modated,  is  likewise  necessary,  so  that  each  child  may  have  a 
place  for  his  handwork;  by  this  arrangement  he  can  get  it  and 
return  it  easily  without  taking  the  attention  of  the  teacher  from 
the  assistance  she  may  be  giving  to  another  child. 

A  second  cabinet,  likewise  divided  into  spaces,  will  be  con¬ 
sidered  in  connection  with  the  discussion  regarding  luncheons,  f 
A  set  of  zinc-lined  bins  with  sloping,  sliding  covers,  for  holding 
raffla,  reed,  etc.,  will  eliminate  much  waste  of  time  and  material. 

Blackboards. — The  ideal  condition  is  to  do  away  with  all 
blackboards;  they  are  unsanitary;  the  chalk-dust  is  breathed 
in  by  the  children  and  is,a  source  of  irritation  to  delicate  throats 
and  sensitive  lungs.  The  erasers  are  carriers  of  germs,  and  the 
oiled  cloth,  sometimes  substituted  for  them,  is  unsanitary,  as  it 
keeps  the  hands  in  an  unclean  condition.  The  dark  surfaces  of 
the  boards  absorb  much  of  the  light  that  the  children  need,  and 
are,  moreover,  gloomy  and  depressing. 

In  time  to  come  blackboards  will  be  relegated  to  the  company 
of  the  discarded  slate,  now  so  adequately  replaced  by  paper, 
despite  urgent  protests  that  it  was  a  necessary  part  of  school 
equipment. 

Large  rolls  of  paper  of  a  light,  neutral  gray  or  manila  color, 
slightly  rough  in  texture,  will  be  given  the  blackboard  space  in 
well-regulated  schools  of  the  future.  These  will  do  away  with 
*  For  full  details  of  the  Ohio  system,  see  page  107.  f  See  page  68. 

21 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


the  irritating  chalk-dust;  dustless  crayon  can  be  used,  and  the 
rubbing  out,  the  present  chief  source  of  the  dust,  will  be 
eliminated. 

The  paper  will  be  on  adjustable  rolls,  easily  turned  by  the 
child,  so  that  he  may  write  in  a  space  slightly  below  the  level  of 
his  eyes,  and  not  strain  eyes  and  muscles  in  attempting  to  reach 
the  upper  board  spaces  on  tiptoe  and  the  lower  ones  on  his  knees. 
The  paper  will  be  held  taut  by  the  rolling  device,  and  will  be  so 
arranged  that  re-rolling  will  make  possible  the  use  of  both  sides. 

Since,  however,  no  such  device  is  yet  available,  the  best  use 
of  the  present  system  must  be  taken  up. 

Each  room  should  be  equipped  with  not  less  than  16  square  feet 
of  good  slate  wall  blackboard  for  each  pupil ;  the  surface  should 
be  as  dull  as  possible.  The  blackboard  tray  should  be  about  24 
inches  from  the  floor;  blackboards  should  not  be  placed  between 
windows.  Their  position  should  be  carefully  determined  so  as  to 
eliminate  glare.  Shades  or  curtains  of  the  same  color  as  the  walls, 
if  pulled  down  over  the  boards  when  these  are  not  in  use,  will  pre¬ 
vent  absorption  of  light.  A  number  of  rollers  holding  blackboard 
cloth  should  be  provided  for  work  that  is  to  be  kept,  such  as 
outline  maps,  etc.,  and  for  preparatory  work  done  by  the  teacher, 
such  as  a  copy  for  typewriting. 

Seating  Equipment. — Movable  adjustable  seats  and  desks 
should  be  supplied.  The  necessity  for  such  will  be  readily  ap¬ 
preciated:  not  only  must  these  children  be  able  to[  move  their 
seats  and  desks  close  to  blackboard  or  chart,  but  they  must  be 
able  to  turn  them  in  any  direction  that  will  give  the  most  satis¬ 
factory  lighting  conditions.  The  desks  must  be  so  adjusted  that 
they  can  be  raised  to  a  sufficient  angle  of  elevation,  so  that  in 
practically  all  desk  work  the  child,  especially  the  myope,  will 
have  his  work  at  a  correct  angle  and  will  not  strain  eyes  and  back 
by  bending  over  a  level  desk. 

There  are  on  the  market  a  number  of  seats  and  desks  answering 
this  description;  many  are  satisfactory  in  some  particulars,  but 
lacking  in  others.  The  Moulthrop  type  of  desk  meets  the  general 
conditions;  different  manufacturers  have  made  changes,  and  in 
selecting  it  is  well  to  take  several  items  into  consideration.  Some 
manufacturers  make  the  seat  too  long  and  thus  confine  the  body 

22 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Thompson  Movable  ANd  AdjusTABLE  Chair  Desk.  Type  R,  Model  B 
Quaint  Art  Furniture  Co.,  Syracuse,  N.  Y.  Note  book  drawer  and  rack:  desk 
rack  to  hold  papers  in  place;  dull  surface. 

23 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Moulthrop  Desk  Chair.  Barnet  Phillips  Co.,  ioi  Park  Ave.,  N.  Y. 
Equipped  with  desk  rack  for  holding  books  and  papers  in  place.  Ap¬ 
proved  by  American  Posture  League. 


24 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Moulthrop  movable  chair  desk.  Langslow,  Fowler  Co.,  Rochester,  N.  Y. 


25 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


The  Health  Desk 


Van  Evrie  Kilpatrick,  124  West  30th  Street,  N.  Y.  The  desk  has  an  insert 
of  soft  wood  for  attaching  paper.  The  chair  may  be  fastened  to  hooks  on 
the  under  side  of  the  desk  to  enable  the  combination  to  be  readily  moved. 


26 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


unnecessarily;  others  use  a  metal  rod  in  the  construction  of  the 
drawers,  causing  a  great  deal  of  unnecessary,  nerve-racking  noise; 
this  can  be  eliminated  by  felt  strips ;  others  do  not  give  a  sufficient 
angle  of  elevation  to  the  desks,  and  still  others  omit  the  rail  at 
the  lower  edge  of  the  desk  by  which  papers,  books,  etc.,  are  kept 
in  place;  a  book  rack  at  the  side  of  the  desk  is  of  great  advantage, 
and  a  dull  or  matte  finish  is  essential.  Several  illustrations  of 
desks  are  here  given ;  in  each  case  the  desk  and  chair  shown  have 
been  seen  in  actual  use  in  the  class  room.  Desks  and  chairs 
must,  of  course,  be  ordered  in  correct  sizes. 

Large  Type  Books  and  Charts. — One  of  the  great  difficulties  in 
establishing  a  class  for  conservation  of  vision  has  been  the  lack 
of  school  books  printed  in  large  clear  type.  A  number  of  experi¬ 
ments  have  been  made  and  it  has  been  found  that  large  type  in 
itself  is  not  sufficient.  In  many  forms  of  type  the  lines  are  too 
narrow,  in  others  the  up-stroke  is  lighter  than  the  down-stroke, 
and  in  all  cases  spacing  must  be  given  consideration.  Opinions 
differ  greatly  about  the  type  best  suited  to  the  purposes  of  con¬ 
servation  of  vision  classes.  Dr.  N.  Bishop  Harman,  originator 
of  the  classes  for  myopes  in  England,  started  his  work  with  two- 
inch  letters. 

In  America  the  first  large  type  books  for  this  purpose  were 
printed  in  very  black  bold  face  36-point  type,  one  side  of  the 
page  only  being  used.  Some  critics  are  of  the  opinion  that  this 
is  the  best  form;  others  believe  that  a  24-point  type  is  better, 
provided  that  the  spacing  is  correct  and  the  strokes  of  the  letters 
are  of  equal  value. 

Careful  experimentation  is  being  carried  on,  and  future  books 
for  conservation  of  vision  will  doubtless  be  printed  in  the  type 
proved  best  by  this  study. 

A  list  of  all  large  type  books  now  available  is  appended.* 

A  difficulty  that  presents  itself  is  that  every  state,  city,  and  in 
some  cases  every  school  in  a  city  selects  its  own  books;  hence 
readers,  histories,  geographies,  grammars,  etc.,  printed  especially 
for  these  classes  cannot  cover  the  range  of  books  used  in  the 
grade  work. 

A  child  may,  however,  be  taught  to  read  from  any  good  reader, 
and  this  specially  printed  large  type  reader  may  be  used  merely 

*  See  page  106. 

27 


The  large  type  book  has  made  reading  possible  for  many  children  who  could 
not  see  ordinary  type. 

28 


29 


Myopic  (near-sighted)  girl  trying  to  read  from  ordinary  text-book. 


30 


With  corrective  glasses  she  has  less  difficulty. 


She  is  now  in  a  sight-saving  class  where  large  type  books,  adjustable  chair-desks,  and  proper  lighting  conditions  reduce  eye-strain 

to  a  minimum. 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


for  the  purpose  of  teaching  reading.  The  language  lessons,  etc., 
developed  from  the  reading  lessons  in  the  regular  grade  can  be 
obtained  orally  or  by  help  from  the  special  teacher.  Teachers 
sometimes  try  to  print  a  copy  of  the  books  used  in  the  regular 
room  so  that  the  child  will  have  the  benefit  of  the  same  subject 
matter,  but  such  books  usually  defeat  their  purpose;  the  letters 
and  spacing  are  uneven,  giving  an  incorrect  amount  of  light  and 
shade;  these  makeshift  books  may  in  the  end  prove  more  harm¬ 
ful  than  the  ordinary  text-book. 

Large  reading,  spelling,  phonetic,  and  number  charts  are  part 
of  the  essential  equipment;  the  reading  and  spelling  charts 
should  be  of  the  same  series  as  the  large  type  books. 

Paper. — Large  writing  is  as  essential  as  large  type.  A  slightly 
rough,  unglazed,  manila  paper  in  large  size  sheets  (12  inches  by  9 
inches  minimum)  should  be  included  in  the  list  of  supplies.  Part 
of  the  order  may  be  for  heavily  ruled  paper,  with  lines  one  inch 
apart,  running  crosswise  or  lengthwise  of  the  paper,  and  part  for 
plain  paper.  Manila  drawing  paper,  24  inches  by  36  inches,  50 
pounds  to  the  ream,  may  be  obtained  and  cut  into  convenient 
sizes. 

Pencils  and  Pens. — Pencils  with  soft,  thick,  heavy  lead,  mak¬ 
ing  a  broad,  easily  seen  line,  are  necessary.  It  is  desirable  to 
omit  all  pen  work;  the  teacher  should  be  furnished  with  spoon 
bill  and  rubber  pens  for  general  preparatory  work. 

Table  and  Chairs. — So  much  hand  work  is  done  by  children  in 
the  conservation  of  vision  classes  that  a  table  and  a  sufficient 
number  of  chairs  to  meet  the  needs  of  the  class  will  be  found 
necessary.  A  table  10  feet  by  3  feet,  with  three  drawers  on  each 
side,  is  convenient.  Matte  surface  should,  of  course,  be  ordered. 
The  usual  furnishings — teacher’s  desk  and  chair  (dull  finish), 
dustless  chalk,  erasers,  etc. — form  part  of  the  essential  equipment. 

Typewriter  and  Stand. — A  typewriter  is  one  of  the  most  effica¬ 
cious  aids  in  conserving  sight;  the  modern  touch  system  of  writ¬ 
ing  enables  the  child  with  defective  vision  to  accomplish  much 
that  would  otherwise  be  too  great  a  strain  on  his  eyes. 

Typewriters  should  be  equipped  with  a  silence  pad  and  a 
shield  for  covering  the  letters.  Blank  rubber  or  celluloid  caps 
for  covering  the  keys  do  not  serve  the  same  purpose  as  a  shield, 

32 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


as  there  is  a  great  temptation  to  memorize  the  position  of  the 
letters  through  the  eyes  rather  than  by  the  fingers. 


The  shield  covering  the  letters  takes  away  the  temptation  to  memorize  their 
position  through  the  sense  of  sight. 

A  stand  of  correct  height — about  26  inches — is  important;  if 
a  desk  or  table  too  high  or  too  low  is  used,  the  correct  position, 
not  only  essential  to  the  most  efficient  work,  but  to  the  conser¬ 
vation  of  sight,  cannot  be  sustained.  A  wall  chart  for  beginners 
and  a  standard  book  on  typewriting  are  also  essential. 

3  33 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Material  for  Hand  Work 
x/t.  dozen  wooden  looms  with  steel  rods 
Comb  and  needle,  9 inches  by  13  inches 
1  wooden  loom,  rod,  comb  and  needle,  21  y2  inches  by  20  inches 
1  dozen  scissors  (round  tips) 

Raffia  of  various  colors 

5  packages  raffia  needles 

Raffia  picture  frames  of  various  sizes 

Reed,  sizes  1,  2  and  3 

Wooden  basket  bottoms  of  various  sizes 

1  book  on  basketry 

The  use  of  the  materials  will  be  taken  up  under  suggestions 
for  busy  work.* 

2.  Recommended  Equipment. 

Plasticine,  plasterine,  or  clay  for  modeling  and  map  work 
Zinc  or  large  wooden  letters  for  young  children.  (These  help 
to  develop  the  sense  of  touch) 

Large  knitting  needles  and  yarn 
3  boxes  peg  boards 

2  boxes  colored  square  pegs 
1  set  school  building  blocks 
1  dozen  bead  laces,  black 
Wooden  beads 

Cut-out  maps 

3.  Desirable  Equipment. 

Sand  table  for  hand  work,  geography,  and  nature  lessons 
Cabinet  of  weights  and  measures 
Piano,  graphophone 
1  good  basket-ball 
1  large  size  loom 


MEDICAL  SCHOOL  INSPECTION  IN  ITS  RELATION 
TO  CONSERVATION  OF  VISION  CLASSES 
Where  medical  inspection  of  school  children  is  adequately 
provided  for,  examination  is  made  of  the  eyes  of  each  pupil  at 
the  time  he  enters  school  and  at  least  once  a  year  thereafter 
during  his  school  life.  Under  such  conditions  eye  defects  and 
diseases  are  found  early  enough  to  prevent  serious  outcome  in 

*  See  page  96. 

34 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


many  cases.  A  careful  study  made  in  two  cities  in  Ohio  shows 
interesting  results.  In  the  larger  community,  where  medical 
school  inspection  is  very  thorough,  there  was  found  to  be  a  pro¬ 
portion  of  one  child  to  every  1200  of  the  school  population  re¬ 
quiring  the  special  advantages  of  a  sight-saving  class;  in  the 
smaller  place,  where  there  is  practically  no  medical  school  inspec¬ 
tion,  the  proportion  was  found  to  be  one  child  to  every  250  of 
the  school  population. 

In  the  latter  the  records  show  that  33^  per  cent  of  the  chil¬ 
dren  were  returned  to  the  regular  grade  at  the  end  of  the  first 
year,  whereas  in  the  former  16  per  cent  were  so  returned;  it 
would,  therefore,  seem  that  thorough  medical  school  inspection, 
by  giving  proper  examinations  and  by  arranging,  where  neces¬ 
sary,  for  refraction  and  treatment,  keeps  out  of  the  conservation 
of  vision  classes  a  large  percentage  of  children  who  would  other¬ 
wise  need  a  year’s  special  care  in  a  sight-saving  class. 

In  the  great  majority  of  cities  medical  school  inspectors  and 
school  nurses  have  far  too  large  a  number  of  children  under  their 
jurisdiction  to  insure  entrance  and  yearly  examinations. 

It  must  likewise  be  remembered  that  no  matter  how  efficient 
a  school  physician  may  be,  the  very  nature  of  his  work  requires 
that  he  be  a  general  practitioner,  not  an  eye  specialist,  so  that 
with  even  the  best  medical  school  inspection  cases  slip  through 
and  eye  conditions  are  not  discovered  until  the  child  becomes  a 
candidate  for  a  conservation  of  vision  class.  The  ideal ,*of  course, 
is  to  have  every  child’s  eyes  examined  by  an  ophthalmologist. 

Under  existing  conditions  the  grade  teacher  must  be  depended 
upon  for  much  assistance.  She  is  not  expected  to  diagnose;  she 
is  forbidden  to  treat,  but  it  is  her  function  to  make  individual 
observations.  If  a  child  squints,  puckers  his  forehead,  complains 
of  headache,  is  easily  tired,  is  cross-eyed,  has  difficulty  in  seeing 
the  blackboard,  holds  his  book  too  close  to  his  face  or  too  far 
from  it,  or  fails  to  make  the  average  progress,  the  teacher  should 
report  the  case  for  special  examination.  If,  as  a  result  of  this, 
eye  trouble  is  discovered,  the  matter  should  be  taken  up  with 
the  parents  by  the  school  nurse.  If  parents  are  able  to  have 
proper  treatment,  yet  refuse  to  do  so,  action  should  be  taken  in 
the  interest  of  the  child.  If  parents  cannot  afford  proper  care, 

35 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


arrangements  should  be  made  to  have  the  child  taken  to  an 
ophthalmologist,  or  to  the  best  eye  clinic  available;  if  possible, 
the  school  nurse  should  accompany  him,  so  that  directions  may 
be  understood  and  followed.  If,  when  every  help  has  been  given, 
the  child’s  vision  cannot  be  brought  up  to  an  accepted  standard, 
he  becomes  a  candidate  for  a  conservation  of  vision  class. 


CANDIDACY  OF  CHILDREN  FOR  CONSERVATION 
OF  VISION  CLASSES 

Sight-saving  classes  cannot  accommodate  all  children  suffering 
from  eye  defect  or  disease,  nor  is  it  advisable  that  they  should 
do  so.  Many  children  can  be  fitted  with  glasses  that  will  bring 
their  sight  practically  up  to  normal,  and  there  is  no  reason  why 
such  should  not  do  their  work  in  the  regular  grade,  provided 
that  the  difficulty  from  which  they  are  suffering  is  not  progressive. 

Conservation  of  vision  classes  are  established  to  meet  the  needs 
of  two  groups  of  children : 

1.  Those  who,  because  of  defective  vision,  cannot  use  the 
ordinary  school  equipment:  children  suffering  from  cataract, 
corneal  scars,  optic  atrophy,  etc.,  come  under  this  heading. 

2.  Those  whose  sight  would  be  injured  by  using  the  ordinary 
school  equipment,  as  in  children  suffering  from  high  myopia, 
retinitis,  choroiditis,  etc. 

It  has  been  necessary  to  accept  some  standard  of  admission 
to  these  classes;  various  localities  have  worked  out  their  own 
schedules.  In  all  cases  it  is  understood  that  the  conditions  exist 
after  proper  refraction  has  been  made. 

Ohio  Standard* 

1.  Children  who  cannot  read  more  than  6/24  at  distance  and 
who  cannot  read  2.00  at  20  centimeters. 

2.  Myopes  whose  condition  is  likely  to  be  progressive. 

3.  Hyperopes  who  have  symptoms  of  asthenopia,  and  who 
have  more  than  5  diopters  of  hyperopia. 

4.  Children  who  have  an  astigmatism  of  more  than  3.5  diop¬ 
ters,  whose  vision  cannot  be  brought  up  to  more  than  6/24. 

5.  Children  with  maculae,  nebulae,  leukomae  (scars)  who  have 

less  than  6/21  vision. 

*  The  Cincinnati  department  has  a  slightly  different  standard. 

36 


37 


Testing  the  eyes  of  a  candidate  for  a  sight-saving  class. 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


New  York  Standard 

General  standard  of  20/50  or  less  in  the  better  eye,  except  for 
myopes  whose  cases  must  be  considered  individually. 

Massachusetts  Standard 

1.  Children  suffering  from  congenital  defects,  old  scars  of  the 
cornea,  optic  nerve  atrophy,  etc.,  whose  vision  cannot  be 
brought  up  to  beyond  ^3  normal. 

2.  Young  children  suffering  from  myopia  whose  vision  cannot 
be  brought  up  to  beyond  normal  (after  the  child  has  be¬ 
come  accustomed  to  glasses),  where  the  correction  is  three 
diopters  or  more.  All  children  suffering  from  myopia  which 
is  progressive,  even  though  glasses  may  bring  the  vision  up 
to  nearly  normal. 

3.  Children  with  hyperopia  or  astigmatism  whose  vision  is 
20/ 100  or  less,  unless  there  is  decided  asthenopia. 

4.  Children  suffering  from  cataract  where  the  vision  is  ^2  nor¬ 
mal,  and  there  is  difficulty  in  accommodation. 

Children  with  defective  vision  are  reported  to  the  school 
authorities  by  the  teacher,  the  nurse,  the  school  physician,  the 
private  physician,  the  clinic,  the  social  worker,  etc.,  but  all  cases 
must  be  finally  passed  upon  by  the  ophthalmologist  appointed 
for  this  particular  work. 

In  Ohio  an  ophthalmologist  is  appointed  in  each  city  by  the 
Board  of  Education;  in  New  York  City  (the  only  city  in  the 
state  in  which  classes  have  been  established  for  any  length  of 
time)  the  ophthalmologist  is  appointed  by  the  Board  of  Health . 

In  Massachusetts  the  Massachusetts  Commission  for  the  Blind 
takes  entire  charge  of  the  work  throughout  the  state. 

In  all  cases  a  careful  examination  is  made;  a  card  is  filled  out 
stating  the  difficulty  from  which  the  child  is  suffering,  the  exact 
amount  of  eye  work  to  be  done,  the  time  for  returning  to  the 
clinic,  etc.  The  original  is  kept  at  the  office  where  the  examina¬ 
tion  is  made,  and  copies  are  sent  to  the  supervisor  of  the  educa¬ 
tional  department  under  which  the  class  is  established,  and  to  the 
class  teacher.  Careful  records  are  made  at  the  time  of  treatment 
and  reexaminations;  these  assist  greatly  in  determining  whether 
a  child’s  vision  has  improved  sufficiently  for  him  to  return  to  the 
regular  grade,  or  what  changes  shall  be  made  if  the  prognosis  is 
unfavorable. 


38 


39 


Card  used  by  the  New  York  City  Department  for  children  in  conservation  of  vision  classes. 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Record  systems  can  be  worked  out  according  to  individual 
requirements;  an  illustration  is  given  of  cards  found  very  satis¬ 
factory  by  the  New  York  City  Department. 

After-care 

The  decision  for  candidacy  to  conservation  of  vision  classes 
is  but  the  beginning  of  the  work  to  be  done  by  the  ophthal¬ 
mologist;  it  will  readily  be  seen  that  the  examination  must  be 
followed  by  the  necessary  care  and  treatment.  Where  parents 
arrange  with  a  private  physician,  no  interference  is  attempted, 
but  in  the  great  majority  of  cases  the  board  of  education  or  the 
board  of  health  must  bear  the  responsibility. 

The  City  of  New  York  has  found  one  of  the  best  solutions  of 
the  problem  by  establishing  special  eye  clinics  in  the  public 
schools  distributed  in  such  manner  as  to  make  the  least  amount 
of  travel  necessary;  the  number  is  far  too  small  to  meet  the  de¬ 
mands,  but  a  beginning  has  been  made  and  the  clinics  have  al¬ 
ready  demonstrated  their  right  to  exist.  The  Board  of  Educa¬ 
tion  supplies  the  room  and  the  Board  of  Health  appoints  the 
ophthalmologists,  nurses,  and  assistants. 

At  these  clinics  all  school  children  suffering  from  eye  trouble 
are  examined  and,  where  parental  authority  is  given,  treatment 
carried  out;  by  this  method  time  and  energy  are  saved;  the 
school  nurse  sees  that  children  attend  the  clinic  when  necessary, 
and  does  follow-up  work  to  explain  treatment,  etc. 

The  ophthalmologist  at  the  head  of  the  school  clinics  makes 
all  decisions  regarding  the  entrance  of  children  into  conservation 
of  vision  classes;  once  in  these  classes,  the  children  not  under 
private  care  become  his  special  patients ;  he  is  thus  able  to  watch 
the  progress  made  and  to  note  any  unfavorable  symptoms. 
This  would  be  practically  impossible  in  a  general  eye  clinic> 
except  under  some  such  plan  as  made  in  Massachusetts.  Most 
of  the  eye  work  for  school  children  in  and  around  Boston  is  done 
at  the  Massachusetts  Ear  and  Eye  Infirmary.  The  supervisor 
of  the  work  in  the  Massachusetts  Commission  for  the  Blind,  who 
has  made  a  very  exhaustive  study  of  eye  conditions,  has  regular 
hours  at  the  clinic  two  days  a  week,  at  which  time  children  of  the 
public  schools  needing  attention  are  received  by  her.  She  makes 

40 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


all  arrangements  with  the  ophthalmologist  for  examination  and 
treatment.  Where  children  are  attending  other  clinics  and  in 
cities  in  Massachusetts  too  far  removed  from  Boston  to  make  the 
journey  practical,  special  arrangements  are  made  with  such 
clinics  and  with  local  ophthalmologists. 

In  Ohio  an  ophthalmologist  appointed  by  the  Board  of  Educa¬ 
tion  in  each  city  takes  entire  charge  of  this  work.  The  Cin¬ 
cinnati  records  kept  with  the  utmost  care  and  precision  are  indi¬ 
cative  of  the  professional  and  personal  interest  given  by  the 
ophthalmologists  who  undertake  the  supervision  of  this  work. 

It  should  be  borne  in  mind,  however,  that  whatever  system 
is  adopted  for  caring  for  the  eyes  of  the  pupils,  the  child  is  still 
under  the  general  medical  school  inspector  for  all  other  conditions. 
A  thorough  physical  examination  should  always  be  given;  the 
child  may  be  suffering  from  some  disease  that  must  be  cured 
before  the  vision  will  improve. 

It  is  advisable  for  the  ophthalmologist  to  devote  a  little  time 
now  and  then  to  the  conservation  of  vision  class  children  in  their 
own  room;  a  personal  word  with  the  teacher  and  a  first-hand 
knowledge  of  how  instructions  are  being  carried  out  will  often 
accomplish  more  than  reams  of  correspondence.  An  oppor¬ 
tunity  of  seeing  the  child  actually  at  his  work  will  give  a  better 
understanding  of  his  reaction  than  can  possibly  be  obtained  at  the 
clinic. 

SYSTEMS  UNDER  WHICH  CONSERVATION  OF  VISION 
CLASSES  WORK 

Two  distinct  systems  have  evolved  for  carrying  on  the  work 
of  classes  for  conservation  of  vision. 

1.  Children  with  defective  vision  are  segregated  in  special 
classes. 

2.  Children  with  defective  vision  are  considered  regular  stu¬ 
dents  in  the  grade  but  go  to  the  special  room  for  individual  in¬ 
struction  and  assistance  in  any  work  requiring  intensive  use  of 
the  eyes. 

The  first  system  offers  two  plans: 

iA.  Special  classes  for  conservation  of  vision  in  which  the 
regular  grade  work  is  done. 


4i 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


iB.  Special  classes  for  conservation  of  vision  in  which  a 
maximum  of  effort  is  placed  on  hand  work,  and  only  sufficient 
academic  subjects  studied  to  lay  a  foundation  of  education. 

iA.  Under  competent  teachers,  this  system  has  accomplished 
such  splendid  academic  results  that,  if  the  work  were  to  be  judged 
from  this  aspect  alone,  there  would  be  little  room  for  adverse 
criticism. 

Several  difficulties,  however,  present  themselves.  The  gen¬ 
eral  trend  of  education  is  away  from  the  district  school  idea 
which  this  type  of  class  so  closely  resembles;  in  the  district 
school  the  teacher  has  sufficient  difficulty  in  keeping  children  of 
several  grades  and  ages  occupied  while  she  is  giving  the  individual 
instruction  necessary.  Added  to  this  problem  the  conservation 
of  vision  teacher  must  be  constantly  on  the  alert  to  follow  the 
directions  of  the  ophthalmologist,  for  upon  her  care  depends,  to 
large  extent,  the  saving  of  the  sight  of  her  pupils.  She  must 
bear  in  mind  that  John  must  use  his  eyes  for  only  short  periods 
at  a  time;  that  Sue,  suffering  from  photophobia,  must  have  a 
minimum  of  light;  that  near-sighted  Harry’s  book  must  be  held 
at  just  the  right  angle.  She  must  prepare  a  mass  of  special 
material  and,  at  the  same  time,  must  keep  her  children  up  to 
standard  requirements.  This  is  indeed  an  Herculean  task;  the 
success  of  such  a  class  is  often  bought  at  the  expense  of  the 
teacher,  and  it  is  small  wonder  that  nervous  breakdowns  follow 
in  the  wake  of  such  arduous  expenditure  of  energy. 

The  chief  disadvantage  of  this  type  of  class  is  that  where 
there  is  but  one  child  in  a  grade  he  has  no  opportunity  of  work¬ 
ing  with  other  children  of  his  mental  age. 

The  final  drawback  is  less  tangible  yet  quite  as  important. 
Children  in  a  segregated  class  are  looked  upon  as  apart  and  dif¬ 
ferent  from  other  children;  they  are  singled  out  and  excluded 
from  the  sports  in  after-school  hours;  this  tends  to  make  them 
self-conscious  and  morose  and  so  defeats  one  of  the  objects  the 
class  is  intended  to  serve. 

iB.  In  this  type  of  class  the  theory  is  that  it  is  unwise  to 
encourage  a  love  for  scholastic  work  in  view  of  the  fact  that  to 
do  so  might  lead  the  children  to  select  a  vocation  that  would 


42 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


tend  to  harm  rather  than  to  conserve  their  sight.  The  program, 
therefore,  lays  emphasis  on  hand  work. 

The  logic  is  excellent,  but  another  problem  must  enter  into 
the  discussion.  In  a  number  of  cases,  under  proper  treatment 
and  conditions,  a  child’s  sight  may  improve  so  much  that  it  is 
possible  for  him  to  return  to  the  regular  grade.  He  then  finds 
himself  at  a  disadvantage — he  is  more  proficient  in  manual  work 
than  are  his  classmates  but  may  be  wholly  lacking  in  some 
academic  requirement. 

When  the  time  arrives,  as  it  surely  will,  when  school  systems 
cease  to  follow  the  method  of  the  mythological  bed  in  which  the 
wayfarer  was  either  stretched  or  dismembered  to  fit ;  when  they 
teach  by  subjects  rather  than  by  grades  and  allow  children  to 
advance  as  rapidly  as  possible  in  those  branches  for  which  they 
have  special  aptitude,*  this  system  can  readily  be  followed,  but 
the  present  problem  is  to  meet  conditions  as  they  exist. 

The  disadvantages  of  segregation  that  were  found  in  the  iA 
type  of  class  apply  to  the  iB  type. 

2.  This  system  is  based  on  the  cooperative  plan;  the  child 
with  defective  vision  is  considered  a  member  of  the  regular  grade 
class.  His  name  is  on  the  register;  his  seat  is  assigned  him;  he 
joins  in  the  games  and  interests  of  the  class,  and  competes  with 
children  of  his  own  mental  age;  his  general  class  spirit  is  fostered. 
He  remains  in  the  regular  class  room  for  oral  work,  for  gym¬ 
nastic  exercises,  for  games  and  dramatizations,  and  for  such 
written  and  other  work  as  will  cause  no  strain  upon  his  eyes. 
For  all  work  requiring  close  use  of  his  sight  he  goes  to  the  special 
room,  where  assignments  from  regular  text-books  are  read  to 
him;  geography  lessons  explained  on  specially  prepared  maps, 
and  his  reading  lesson  taken  from  large  type  books  designed  to 
meet  his  particular  needs;  a  more  detailed  account  is  given  under 
“Time  Distribution.”  f 

The  disadvantages  of  this  type  of  class  are  twofold :  the  passing 
back  and  forth  may  create  some  confusion,  although  this  can  be 
regulated  in  the  same  manner  in  which  departmental  work  is 

*  This  type  of  class  has  already  been  established  in  some  public  school 
systems. 

f  See  page  50. 


43 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


now  carried  on  in  many  schools.  A  more  serious  disadvantage 
is  that  in  crowded  districts  there  is  not  always  an  opportunity 
to  allow  a  child  two  seats,  one  in  the  regular  room  and  one  in  the 
special  room.  It  is  wise  to  bear  in  mind,  however,  that,  if  left 
in  the  regular  grade,  where  the  teacher  cannot  possibly  afford 
him  the  special  attention  necessary  without  sacrificing  the  in¬ 
terests  of  the  other  children,  the  child  with  defective  vision  will 
become  a  chronic  repeater ;  he  will  occupy  for  two  terms  or  more 
in  each  grade  a  seat  that  should  be  given  to  another  child  at  the 
end  of  the  first  term.  He  will  make  little  or  no  progress  and  will 
doubtless  injure  what  sight  he  has. 

In  the  opinion  of  those  who  have  given  very  careful  considera¬ 
tion  to  all  types  of  classes  for  the  conservation  of  vision,  and  have 
followed  with  keen  interest  the  results  obtained,  the  cooperative 
system  is  thought  to  offer  by  far  the  greatest  advantages  and  to  be 
hampered  by  the  fewest  objections. 

THE  TEACHER 

The  ultimate  success  of  a  class  for  conservation  of  vision  de¬ 
pends  upon  the  teacher;  given  all  other  conditions  ideal,  but  a 
teacher  unfitted  for  her  work,  the  inevitable  result  will  be  failure. 
Tfte  material  things  are  but  the  tools,  inert  and  quite  useless 
unless  the  teacher  makes  them  active  instruments  for  training 
and  development. 

The  teacher  of  a  conservation  of  vision  class  faces  many  prob¬ 
lems  that  do  not  enter  into  regular  grade  teaching.  She  will  have 
several  grades  instead  of  one ;  many  of  the  children  who  come  to 
her  will  be  shy,  diffident,  and  unresponsive,  if  not  actually  sullen 
and  morose;  in  the  regular  grades  no  special  attention  could  be 
given  them;  after  a  few  futile  efforts  on  the  part  of  the  grade 
teacher  to  make  them  understand  what  they  could  not  grasp 
because  they  could  not  see,  they  were  allowed  for  the  most  part 
to  sit  unheeded  among  their  companions,  accepting  the  stigma 
of  stupidity,  excluded  from  work  and  from  play  until  they  too 
ceased  to  make  an  effort  and  gave  to  their  unsympathetic  world 
the  indifference  it  accorded  them.  When  medical  school  inspec¬ 
tion  finds  the  child  with  defective  vision  at  the  time  he  enters 

44 


45 


Children  in  a  sight-saving  class  learning  to  work  independently. 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


school  this  condition  of  affairs  will  no  longer  exist,  but  to  meet  the 
problem  of  the  present  time  the  special  teacher  must  possess  a 
personality  that  will  win  the  children  from  their  dark  corners  of 
retreat.  She  must  be  sympathetic  without  allowing  her  sympathy 
to  interfere  with  accomplishment;  she  must  be  interested  and 
interesting;  she  must  thoroughly  understand  how  difficult  con¬ 
centration  may  be  for  children  to  whom  it  is  a  distinct  physical 
as  well  as  mental  effort,  and  must  be  able  to  present  subject 
matter  in  a  way  to  hold  their  attention  without  undue  strain. 
She  must  be  young  enough  to  be  plastic,  but  old  enough  to  have 
had  considerable  experience  in  grade  teaching.  She  must  be 
able  to  inspire  the  children  with  enthusiasm  and  to  hold  them  to 
sustained  effort.  Tact  and  a  spirit  of  cooperation  must  be  essen¬ 
tial  parts  of  her  stock  in  trade,  for  her  work  is  not  confined  to  her 
special  room;  it  is  sometimes  necessary  for  her  to  hew  a  path  for 
her  pupils  through  the  prejudices  of  the  school.  Such  a  teacher 
will  not  endure  to  see  her  children  slighted;  recognizing  their 
handicap,  she  will  claim  for  them  advantages  necessary  to  over¬ 
come  it,  lessening  these  gradually  as  they  grow  strong  to  meet  the 
conflict,  and  imbuing  them  with  a  spirit  of  independence  through 
confidence. 

From  the  scholastic  standpoint  the  teacher  must  have  a 
foundation  of  general  training;  but  this  is  not  sufficient  for  her 
special  work.  To  select  a  good  grade  teacher  and  place  her  in 
charge  of  a  conservation  of  vision  class  is  like  employing  a 
generally  trained  army  officer  to  guide  an  airplane.  She  may 
make  a  success  of  it  but  she  will  be  using  for  experiment  her 
much  needed  energy.  Naturally  such  a  course  was  necessary 
when  the  work  was  inaugurated,  but  the  wise  take  advantage  of 
the  blazed  trail. 

Two  courses  are  open: 

1.  To  obtain  a  teacher  who  has  been  successful  in  conducting  a 
conservation  of  vision  class  elsewhere.  This  is  the  more  difficult 
method;  the  work  is  comparatively  new,  and  few  such  teachers 
are  available. 

2.  To  select  a  grade  teacher  who  has  the  necessary  qualifica¬ 
tions  and  send  her  as  pupil  teacher  to  a  successful  conservation 
of  vision  class,  where  she  may  have  ample  opportunity  to  observe 

46 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


the  methods  and  get  some  practice  teaching  under  criticism 
before  undertaking  independent  work.  She  will  soon  develop 
individual  lines  of  action,  but  this  experience  will  enable  her  to 
start  with  a  first  hand  knowledge  of  the  basic  principles  under¬ 
lying  the  movement. 

Added  to  the  many  requirements  for  a  successful  teacher,  a 
knowledge  of  eye  conditions  is  of  value,  but  by  no  means  essential. 

Once  in  the  work,  however,  the  teacher  will  find  it  of  advantage 
as  opportunity  is  offered  to  make  a  study  of  the  difficulties  under 
which  her  pupils  are  laboring.  An  understanding  of  these  con¬ 
ditions  will  help  in  devising  new  methods  of  presentation. 

The  card  prepared  by  the  ophthalmologists  for  each  child  will 
give  a  basis  for  study;  the  teacher  will  soon  see  that  a  child 
suffering  from  myopia  must  have  his  work  at  a  correct  angle  and 
will  take  pains  in  the  adjustment  of  his  desk.  She  will  realize 
that  quiescent  cases  of  certain  eye  diseases  may  suddenly  be¬ 
come  acute  and  call  for  special  attention.  She  will  want  to 
understand  why  the  child  with  cataract  is  allowed  to  use  his  eyes 
all  he  can  while  the  child  suffering  from  choroiditis  must  be  re¬ 
stricted  to  short  periods  of  intensive  work  followed  by  relaxation. 
By  attending  the  eye  clinic  whenever  possible  with  her  pupils 
she  will  be  able  to  gain  some  fundamental  knowledge  easily  in¬ 
creased  by  studying  the  special  case  under  consideration  in  some 
of  the  less  technical  books  on  the  eye,  such  as  Posey’s  “Hygiene 
of  the  Eye”  or  May’s  “Diseases  of  the  Eye.” 

In  Massachusetts  the  very  efficient  supervisor  of  these  classes 
arranged  a  series  of  short  non-technical  talks  for  all  conservation 
of  vision  class  teachers,  with  the  result  that  the  interest  was 
greatly  stimulated  and  the  pupils  benefited.  A  local  ophthal¬ 
mologist  is  often  glad  to  arrange  for  such  a  course. 

One  of  the  most  successful  teachers  of  a  conservation  of  vision 
class  when  asked  what  she  considered  the  greatest  factor  for 
success  replied  that  it  was  to  retain  the  attitude  of  the  learner; 
to  this  end  she  each  year  takes  up  a  systematic  study  of  some  new 
subject,  so  that  she  may  ever  bear  in  mind  the  difficulties  of  her 
pupils. 

Because  the  work  of  these  classes  is  specialized,  frequent  con¬ 
ferences  among  teachers  doing  similar  work  are  very  helpful; 

47 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


there  is  danger  of  the  teacher’s  getting  into  a  rut  if  her  activities 
are  too  isolated ;  she  needs  suggestions  from  others,  and  is  often 
able,  through  conference,  to  obtain  a  solution  of  the  problem  that 
is  most  vexing. 

The  aim  that  the  teacher  must  constantly  bear  in  mind  is  that 
the  object  of  the  class  is  to  save  sight;  so  to  teach  the  individuals 
under  her  care  that  they  will  understand  the  principles  of  con¬ 
servation  and  will  go  forth  to  their  life  work  fortified  to  take  upon 
themselves  the  responsibility  of  saving  their  own  sight. 

And  what  is  the  stimulus  that  shall  encourage  these  teachers 
to  constantly  renewed  effort? — The  consciousness  that  they  are 
giving  light  for  darkness;  confidence  for  distrust;  effort  for 
shirking;  interest  for  indifference;  joy  for  sullenness;  responsive¬ 
ness  for  reticence,  and,  above  all,  good  citizens  for  dependent 
malcontents. 


SUPERVISION 

In  cities  having  a  large  number  of  classes  for  conservation  of 
vision,  as  well  as  classes  for  the  blind,  a  supervisor  is  usually 
appointed  to  take  charge  of  these  two  lines  of  work.  In  some 
places  all  special  classes  are  grouped  under  one  supervisor  of  the 
city,  county,  or  other  geographic  division.  Some  states  are 
appointing  a  state  supervisor  for  conservation  of  vision  classes. 

In  all  cases  the  work  of  the  supervisor  is  the  same.  It  is 
carried  on  under  and  in  cooperation  with  the  board  of  education, 
and  consists  chiefly  in  surveying  the  territory  under  supervision 
for  candidates;  arranging  for  the  examination  of  such  and  the 
treatment  of  children  in  sight-saving  classes;  inaugurating  new 
classes;  choosing  and  equipping  class-rooms;  selecting  teachers, 
and,  in  general,  undertaking  the  many  adjustments  necessary 
to  obtain  the  best  results. 

The  work  of  the  supervisor  is  pedagogical,  not  medical,  hence 
the  greatest  possible  care  should  be  taken  to  select  a  man  or 
woman  of  wide  educational  experience. 


48 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


CINCINNATI’S  COOPERATIVE  PLAN 

The  very  progressive  supervisor  in  charge  of  the  Cincinnati 
classes  for  conservation  of  vision  believes  in  cooperation  and  has 
established  a  plan  that  is  meeting  with  great  success. 

In  every  school  a  volunteer  teacher  is  selected  who  is  par¬ 
ticularly  interested  in  eye  hygiene.  With  her  associates  from 
other  schools  she  attends  each  month  a  conference  at  which  a 
talk  on  the  subject  is  given  or  a  round  table  discussion  is  held. 
She  takes  back  to  her  school  the  various  suggestions  she  has  re¬ 
ceived  and  sees  that  they  reach  the  other  teachers.  From  time 
to  time  she  visits  the  class  rooms  in  her  building,  assists  the  grade 
teacher  in  solving  problems  of  lighting,  etc.,  takes  particular 
note  of  seating  arrangement,  helps  teachers  to  decide  when  chil¬ 
dren  need  eye  examinations,  etc.  For  example,  she  may  go  into 
one  of  the  numerous  kindergarten  rooms  where  a  teacher,  ignor¬ 
ant  of  the  possible  consequences,  has  placed  the  tables  in  such  a 
way  that  several  children  sit  facing  the  light ;  it  is  in  her  province 
to  suggest  tactfully  that  the  tables  be  moved  so  that  the  children 
sit  with  their  back  to  the  light,  having  it  fall  on  what  they  are 
doing  and  not  glaring  directly  into  their  eyes.  If  there  are  win¬ 
dows  on  two  sides  of  the  kindergarten  room,  the  tables  can  be 
arranged  as  the  two  sides  of  a  triangle  rather  than  in  the  usual 
form  of  a  hollow  square. 

She  may  likewise  suggest  that  in  a  class  room  bilaterally 
lighted,  the  teacher’s  desk  be  placed  across  a  corner,  instead  of 
directly  in  front,  so  that  the  teacher  may  be  spared  direct  light, 
yet  be  able  to  obtain  a  full  view  of  the  room. 

In  fact,  she  holds  herself  responsible  in  general  for  the  high 
standard  of  vision  in  her  school. 

Wherever  such  a  plan  is  instituted  it  is  of  great  advantage  to 
get  the  younger  teachers  of  the  school  to  volunteer.  There  will 
thus  be  formed  a  group  of  young  enthusiastic  teachers  with  a 
knowledge  of  the  problem,  an  increasing  interest  in  eye  hygiene, 
and  a  growing  understanding  of  eye  difficulties;  from  such  a 
group  it  will  be  possible  to  select  teachers  for  new  conservation 
of  vision  classes.  They  will  have  been  tried  out  in  regular  grade 
work,  and  will  have  been  given  an  opportunity  of  proving  them- 
4  49 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


selves  capable  or  incapable  of  doing  the  kind  of  work  necessary 
in  a  conservation  of  vision  class.  With  a  short  intensive  training 
a  teacher  selected  from  such  a  group  ought  to  make  a  success  of 
special  work. 


SIZE  OF  CONSERVATION  OF  VISION  CLASSES 
The  number  of  pupils  assigned  to  a  teacher  of  a  conservation 
of  vision  class  may  vary  according  to  the  number  of  grades 
represented  and  to  the  system  under  which  the  class  is  established. 

In  classes  where  the  regular  grade  work  is  not  followed,  the 
teacher  can  manage  seventeen  children  by  an  arrangement 
covering  four  grades  only.  This  system  allows  for  a  good  deal 
of  ensemble  work;  since  the  children  do  not  go  to  the  regular 
grades  for  oral  recitations,  the  special  teacher  may  vary  her 
schedule  to  meet  any  particular  need.  Under  other  systems  no 
teacher  should  be  assigned  more  than  twelve  pupils,  and  in  no 
case  should  more  than  five  grades  be  represented;  an  attempt 
to  cover  the  standard  requirements  of  eight  grades  with  the  indi¬ 
vidual  instruction  and  the  large  amount  of  preparatory  work 
necessary  is  harmful  to  both  teachers  and  pupils. 

The  Ohio  schedule  requires  that  where  there  are  three  grades 
enrolled,  no  teacher  shall  be  assigned  more  than  ten  pupils,  and 
in  case  of  four  grades  no  teacher  shall  be  assigned  more  than  eight 
pupils. 


TIME  DISTRIBUTION 

The  question  of  time  distribution  is  a  serious  one  in  classes 
for  conservation  of  vision.  As  has  been  said  before,  a  great  deal 
of  relaxation  is  necessary  to  offset  the  nervous  strain  of  close 
work;  yet  the  grade  work  must  be  accomplished  if  educational 
standards  are  to  be  met  and  parents  are  to  be  satisfied.  Part  of 
this  difficulty  is  overcome  by  the  fact  that  far  more  can  be  ac¬ 
complished  in  a  given  time  by  individual  than  by  collective 
teaching;  in  some  places  the  school  day  is  increased  a  half-hour 
to  give  more  time  to  cover  the  necessary  requirements. 

A  schedule  of  time  distribution  has  been  carefully  worked  out 
by  teachers  of  experience  in  the  Ohio  classes;  it  must  be  borne  in 

50 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


mind  in  considering  this  scheme  that  it  is  by  no  means  arbitrary; 
it  may  vary  from  day  to  day,  depending  upon  the  nature  of  the 
lessons  assigned  and  upon  the  eye  condition  of  the  pupil.  An¬ 
other  element  that  enters  into  consideration  is  the  child  apart 
from  his  eye  defect.  Previous  experience  may  have  made  him 
so  shy  and  nervous  that  he  can  make  no  headway  in  a  regular 
class,  especially  if  the  grade  teacher  is  unsympathetic  or  unre¬ 
sponsive.  If  in  the  regular  grade  he  is  subjected  to  an  undue 
nervous  strain,  this  may  so  react  on  his  eye  condition  that  it  may 
prove  advisable  to  keep  him  in  the  special  room  for  all  his  work 
until  more  social  relationships  can  be  established. 

A  carefully  worked-out  time  schedule  should  be  prepared  for 
each  child,  covering  his  special  and  regular  grade  work,  and  in  as 
far  as  it  is  practical  it  should  be  adhered  to  with  precision,  so 
that  the  entrance  and  exit  of  the  special  pupil  to  and  from  the 
regular  grade  may  not  prove  a  cause  of  annoyance  to  the  grade 
teacher. 

To  make  such  scheme  possible  the  special  teacher  must  be 
furnished  with  the  time  schedule  of  each  grade  represented  in 
her  room.  The  older  children  will  be  able  to  carry  out  their  own 
schedules  provided  there  is  a  large  clock  in  the  room  placed  low 
enough  for  them  to  see  the  time  readily;  the  special  teacher  must, 
however,  take  the  responsibility  of  seeing  that  all  children  go  to 
the  regular  grade  on  time. 

General  Time  Distribution  Schedule 

No  pupil  should  read  from  an  ordinary  print  book  except  under 
conditions  prescribed  by  the  supervising  eye  specialist. 

All  written  work  of  the  sight-saving  class  pupil  should  be  done 
in  one  of  three  ways: 

(a)  Upon  the  blackboard. 

( b )  Upon  unglazed  manila  paper  with  a  soft  lead  pencil  or 

crayon;  or 

(c)  Upon  the  typewriter. 

Morning  exercises  should  be  attended  in  the  recitation  room 
in  all  grades,  full  time,  except  when  these  exercises  are  of  less  than 
ten  minutes’  duration.  In  such  cases  morning  exercises  should 

5i 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


be  attended  when  the  recitation  immediately  following  is  one  in 
which  the  sight-saving  class  pupil  takes  part.  When  the  morning 
exercises  are  of  less  than  ten  minutes’  duration,  and  when  the 
recitation  immediately  following  is  not  one  in  which  the  sight¬ 
saving  class  pupil  takes  part,  the  special  teacher  should  use  her 
own  judgment  as  to  whether  or  not  these  exercises  are  made  of 
sufficient  value  to  warrant  the  sight-saving  class  pupil’s  atten¬ 
dance. 

Arithmetic. — All  oral  arithmetic  should  be  attended'in  the  grade 
class  room.  Attendance  in  the  grade  class  room  for  written 
arithmetic  depends  somewhat  upon  the  pupil’s  eye  condition.  In 
cases  of  corneal  scars,  cataracts,  optic  atrophy,  and  other  eye 
defects  little  affected  by  close  work  the  pupil  should  do  the  written 
work,  so  far  as  time  will  permit  in  the  grade  class  room,  either 
upon  unglazed  paper  or  upon  the  blackboard  in  cases  where  such 
written  work  is  of  less  than  a  full  period’s  duration.  This  is 
provided  that  the  pupil’s  eye  defect  is  of  such  a  nature  as  to  make 
it  possible  for  him  to  see  the  work  on  the  board  or  provided 
that  conditions  are  favorable  to  his  obtaining  copies  of  the  work 
by  going  to  the  board. 

In  cases  where  the  amount  of  close  work  is  much  restricted,  as 
in  high  myopia,  retinitis,  choroiditis,  etc.,  all  written  work  should 
be  performed  in  the  special  room.  In  almost  all  cases  text-book 
assignments  and  work  not  easily  obtainable  in  a  form  with  which 
the  pupil  can  work  should  be  done  in  the  special  room. 

Arrangements  should  be  made  with  the  grade  teacher  so  that 
the  pupil  may  not  miss  discussions,  explanations,  and  other  oral 
work  relating  to  the  written  work. 

In  grades  above  the  first  half  of  the  second  year  it  is  usually 
necessary  to  do  a  certain  amount  of  supplementary  work  in  the 
special  room.  Grade  room  demonstrations  upon  the  board  are 
sometimes  missed  by  the  sight-saving  class  pupil.  These  should 
be  cleared  up  by  the  special  teacher.  In  many  cases  the  pupil’s 
eye  defect  makes  it  impossible  for  him  to  do  the  written  work  as 
rapidly  as  it  is  done  by  his  grade  classmates.  All  work  not 
completed  in  the  grade  class  room  should  be  finished  in  the  spe¬ 
cial  room. 

When  the  entire  period  is  given  over  to  written  work  the  sight- 

52 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


saving  class  pupil  should  do  this  work  in  the  special  room,  where 
it  can  be  performed  under  conditions  most  favorable  considering 
his  peculiar  handicap. 

When  the  written  work  is  done  upon  paper  in  the  special  room 
it  should  be  turned  over  to  the  grade  teacher  for  correction. 

Geography  and  Nature  Study. — The  sight-saving  class  pupil 
should  attend  the  grade  class  room  full  time  in  all  grades  except 
for  map  work.  In  grades  above  the  first  half  of  the  third  year 
the  special  teacher  should  supplement  by  reading  aloud  the  text¬ 
book  lessons,  also  giving  the  spelling  of  the  geographic  vocabu¬ 
lary  ;  the  special  teacher  should  supplement  the  grade  class  work 
also  with  adapted  map  study  lessons  and  nature  lessons  and  by 
reading  home  work  assignments  where  such  material  is  not 
available  in  large  type. 

History. — The  sight-saving  class  pupil  should  attend  the  grade 
class  room  full  time  in  all  grades.  The  special  teacher  should 
supplement  the  grade  class  lessons  above  the  fifth  year  by  reading 
to  the  pupil  the  text-book  and  other  assignments. 

Literature. — The  sight-saving  class  pupil  should  attend  the 
grade  class  room  in  grades  above  the  third  year  to  hear  reading 
lessons  when  the  object  of  the  lesson  is  to  obtain  content  rather 
than  to  acquire  the  mechanics  of  reading.  The  pupil  should 
attend  the  grade  room  to  listen  to  the  “continued  story”  and  the 
story  to  be  dramatized.  The  pupil  should  take  part  in  the 
dramatization  of  such  stories.  Instruction  in  the  mechanics 
of  reading  should  usually  be  given  in  the  special  room. 

Language. — The  sight-saving  class  pupil  should  attend  oral 
language  lessons  in  all  grades. 

Attendance  in  the  grade  class  room  for  written  language  reci¬ 
tations  will  be  decided  by  the  same  directions  as  those  given  for 
the  arithmetic  lesson. 

Written  Spelling. — The  sight-saving  class  pupil  should  attend 
the  grade  room  the  full  period  in  all  grades. 

Written  spelling  should  be  done  with  the  heavy  pencil  upon 
unglazed  paper  or  upon  the  blackboard. 

Study  spelling  lessons  should  be  attended  in  the  recitation 
room  whenever  a  satisfactory  copy  can  be  previously  prepared 
for  the  pupil. 


53 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Certain  phases  of  domestic  science  should  form  a  part  of  .every  conservation  of 
vision  class  program. 

54 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 

* 

Special  spelling  lessons  in  the  sight-saving  class  room  should 
be  based  on  the  words  used  in  other  subjects. 

Note. — The  limited  amount  of  reading  permitted  the  pupil 
with  defective  vision  makes  him  less  likely  than  other  pupils  to 
acquire  a  familiarity  with  words  appearing  frequently  in  the 
text-books  and  on  the  blackboard. 

Manual  Training  and  Drawing. — The  sight-saving  class  pupil 
should  attend  the  grade  class  room  full  time  in  grades  of  the 
first  and  second  year.  Attendance  in  the  grade  class  room  above 
the  second  year  is  partly  conditional  upon  the  degree  and  the 
nature  of  the  visual  defect  of  the  pupil. 

When  the  sight-saving  class  pupil  attends  the  third  year  class 
room  the  special  teacher  should  follow  this  work  closely  in  order 
to  avoid  work  involving  eye-strain. 

Pupils  should  not  attend  manual  training  and  drawing  in  the 
fourth  year  except  in  cases  where  a  pupil  shows  a  special  aptitude 
for  drawing.  In  such  cases  great  care  should  be  taken  to  avoid 
eye-strain. 

The  sight-saving  class  pupils  should  not  attend  manual  training 
and  drawing  in  the  fifth  and  sixth  years.  Emphasis  should  be 
placed  upon  manual  training  in  these  grades  in  the  special  room. 

Hygiene. — The  sight-saving  class  pupil  should  attend  the 
recitation  room  full  time  in  all  grades. 

Music. — The  sight-saving  class  pupil  should  attend  the  recita¬ 
tion  room  full  time  in  grades  of  the  first,  second,  and  third  years. 
The  pupil  should  attend  the  grade  room  above  the  third  year 
when  ear  training  and  rote  singing  are  given.  All  general  chorus 
singing  taught  for  patriotic  or  entertainment  purposes  in  all 
grades  should  be  attended. 

Physical  Training. — The  sight-saving  class  pupil  should  attend 
the  grade  class  room  full  time  in  all  grades.  Grade  class  work 
should  be  supplemented  in  the  special  room  as  is  required  to  meet 
the  needs  of  the  individual  pupil. 

Games. — The  pupil  should  participate  in  all  games  played  in 
the  recitation  room  in  all  grades  and  should  be  urged  to  join  in 
the  games  played  outside  of  the  class  room  time  on  the  school 
grounds. 


55 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


COOPERATION  BETWEEN  THE  GRADE  AND  THE 
SPECIAL  TEACHER 

To  obtain  desired  results,  grade  and  special  teachers  must  co¬ 
operate  in  the  interests  of  the  child. 

A  strict  observance  of  time  schedules  will  obviate  many  diffi¬ 
culties;  it  is  most  annoying  to  the  grade  teacher  to  have  the 
special  student  enter  the  class  room  after  the  lesson  has  been 
begun;  it  interrupts  the  work,  distracts  the  attention  of  the 
other  pupils,  and  often  deprives  the  child  of  the  benefit  of  pre¬ 
liminary  explanations.  It  is  equally  annoying  to  the  special  class 
teacher  to  have  a  child  return  at  the  wrong  time,  because  of  an 
unannounced  change  in  program  in  the  regular  grade,  or  worse 
still,  if  the  change  in  program  caused  the  recitation  to  be  over 
before  he  arrived.  There  must,  of  course,  be  a  certain  amount 
of  give  and  take,  and  a  little  tact  will  often  go  a  long  way  in 
oiling  the  wheels  of  routine. 

The  good  of  the  children,  those  in  the  regular  grade  and  those 
in  the  special  class,  must  constantly  be  borne  in  mind.  If  the 
assigned  lessons  are  not  properly  prepared  by  the  special  student, 
the  progress  of  the  class  is  hampered  and  the  child  himself  is 
often  prevented  from  getting  a  clear  conception  of  the  work 
presented. 

It  is  of  utmost  importance  for  the  grade  teacher  to  see  that 
assignments  reach  the  special  teacher  so  that  the  latter  may  know 
exactly  what  is  expected.  If,  in  preparing  the  plan  book  or 
special  lesson,  the  grade  teacher  will  make  a  duplicate  copy  by 
using  carbon  paper  she  will  greatly  facilitate  the  work  of  the 
special  teacher  and  will  avoid  the  possibility  of  error  in  trans¬ 
mission.  The  special  teacher  cannot  leave  her  room  to  obtain 
from  each  grade  teacher  the  day’s  assignments;  to  send  them  by 
word  of  mouth  by  the  student  is  unprofessional  and  unsatis¬ 
factory;  there  is  always  the  possibility  of  misunderstanding. 
Note-books  and  pads  with  alternate  sheets  perforated  can  be 
obtained,  supplied  with  carbon  paper;  the  only  extra  work 
entailed  upon  the  grade  teacher  is  to  tear  out  the  perforated  sheet 
and  see  that  it  reaches  its  destination.  If  the  assignment  is 
dictated  to  the  class,  the  special  student  can  write  it  in  large 

56 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


letters  on  his  own  paper;  the  grade  teacher’s  O.  K.  should,  how¬ 
ever,  be  given. 

Many  grade  teachers  are  apt  to  feel  that  because  the  special 
teacher  has  so  few  pupils  her  work  is  very  easy  and  that  she 
should,  therefore,  assume  all  the  responsibility  of  getting  assign¬ 
ments  and  planning  lessons.  If  the  grade  teacher  will  spend  one 
hour  in  a  properly  conducted  conservation  of  vision  class  and 
observe  the  constant  call  upon  the  resources  of  the  special  teacher 
she  will  no  longer  consider  the  undertaking  less  arduous  than  her 
own,  but  will  realize  that  ten  children  representing  four  grades, 
even  without  the  necessary  attention  to  their  sight,  require  a 
far  greater  expenditure  of  nervous  energy  than  forty  children  in 
the  same  grade.  Moreover,  since  no  home  work  can  be  assigned, 
the  special  teacher  must  take  the  full  responsibility  of  preparation 
in  the  class  room. 

If  the  grade  teacher  will  look  upon  the  conservation  of  vision 
class  as  an  opportunity  for  better  work;  if  she  will  remember 
that  it  removes  from  her  room  her  greatest  problem,  the  child  re¬ 
quiring  undue  attention ;  that  it  prevents  her  class  standard  from 
being  lowered  by  that  great  discouragement,  the  chronic  repeater; 
that  it  saves  her  patience  and  energy  and  gives  her  a  clear  field 
to  make  her  pedagogic  reputation,  she  will  gladly  cooperate  in 
every  way  possible. 

On  the  other  hand,  the  special  teacher  must  not  fail  to  prove 
the  real  worth  of  her  work.  She  must  realize  that  lax  discipline 
on  her  part  will  react  through  the  special  student  on  the  other 
children;  that  although  much  moving  about  is  necessary  it  can 
be  done  in  an  orderly  manner ;  that  assignments  must  be  properly 
prepared;  that  if,  under  her  guidance,  a  special  student  can  go 
to  the  top  of  his  class  despite  his  handicap,  the  former  indifferent 
attitude  of  his  classmates  will  soon  change  to  one  of  admiration, 
and  the  cause  of  the  special  class  be  largely  won. 

The  grade  teacher  must  be  the  judge  of  all  work;  if  the  special 
student  is  for  any  reason  obliged  to  take  his  tests  in  the  conserva¬ 
tion  of  vision  class  room,  the  papers  must  be  sent  to  the  grade 
teacher  for  examination.  All  children  will  thus  be  given  the 
same  scale  of  rating;  the  grade  teacher  must  decide  fitness  for 
promotion.  This  arrangement  keeps  the  special  student  and  the 

57 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


special  teacher  up  to  standard  grade  requirements  and  does 
away  with  the  possibility  of  rating  according  to  individual  rather 
than  grade  accomplishment. 


COOPERATION  BETWEEN  THE  HOME  AND  THE 

SCHOOL 

The  welfare  of  pupils  in  a  conservation  of  vision  class  is  greatly 
influenced  by  home  conditions.  Many  parents  feel  that  a  special 
class  of  any  nature  must  necessarily  indicate  mental  deficiency ; 
hence  unless  an  understanding  is  established  the  work  of  the 
teacher  is  often  neutralized  by  the  home  attitude.  Some  parents 
have  little  sympathy  with  defective  vision  either  because  they 
do  not  realize  its  significance  or  because  it  interferes  with  assis¬ 
tance  they  feel  they  should  receive  from  their  children.  Thus 
efforts  to  conserve  sight  at  school  may  be  frustrated  by  intensive 
eye  work  at  home.  A  little  Russian  Jewess  in  a  sight-saving 
class  was  found  to  be  making  no  progress  mentally  or  physically ; 
in  fact  her  eyes,  although  subjected  to  no  strain  in  the  class  room, 
showed  such  evidence  of  ill  usage  that  the  teacher  felt  the  con¬ 
servation  rules  must  be  disregarded  out  of  school.  She  visited 
the  home  and  found  that  the  family  earned  a  living  by  doing  very 
fine  Russian  embroidery,  of  which  the  child  was  expected  to  do 
her  share.  It  took  time  and  patience  to  convince  the  parents 
that  unless  this  were  stopped  they  might  have  a  totally  blind 
child  to  care  for.  A  different  division  of  labor  was  finally  agreed 
upon  by  which  the  child  did  as  much  of  the  housework  as  she  was 
able  to  accomplish  without  detriment  to  her  health.  As  soon  as 
the  parents  fully  realized  the  seriousness  they  did  cooperate  and 
the  child’s  eye  condition  improved  rapidly. 

With  the  small  number  of  children  in  a  conservation  of  vision 
class  it  is  quite  possible  for  the  teacher,  unless  she  is  over-bur¬ 
dened  with  preparatory  class  work,  to  visit  the  homes  of  the 
pupils  occasionally.  In  many  cases  once  a  term  is  all  that  is 
necessary;  in  others  more  calls  may  be  needed.  The  establish¬ 
ment  of  friendly  relationships  should  be  the  aim. 

In  order  to  gain  all  the  cooperation  possible  the  teacher  will 
make  every  effort  to  see  that  parents  understand  the  function  of 

58 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


conservation  of  vision  classes ;  that  there  is  no  stigma  attached  to 
them ;  that  they  are  opportunity  classes  in  which  children  receive 
the  special  attention  that  cannot  be  given  them  in  the  regular 
grade. 

When  parents  find  that  a  child  who  has  been  a  chronic  repeater 
is  being  promoted  regularly,  they  will  realize  the  value  of  the 
class;  but  to  keep  them  satisfied  and  cooperative  before  that 
stage  is  reached  is  no  small  matter. 

The  teacher  may  visit  the  home  when  there  is  a  specific  reason 
for  going, — continued  absences,  lateness,  etc., — but  the  visit 
should  in  no  way  be  connected  with  the  idea  of  complaint  or  the 
purpose  for  making  it  will  be  frustrated.  The  child’s  welfare 
must  be  the  theme. 

In  some  cities  having  conservation  of  vision  classes  each  teacher 
keeps  a  book  in  which  she  records  her  home  visits;  her  reasons 
for  going;  the  conditions  found,  etc.  Such  records  often  throw 
light  on  the  subject,  helping  to  give  a  knowledge  of  the  present 
background  of  the  child’s  life  and  of  hereditary  tendencies  that 
may  not  have  appeared  in  the  history. 

In  Cleveland  there  is  a  social  service  visitor  who  manoeuvers 
the  case  before  it  comes  to  the  teacher  and  does  more  specialized 
visiting  than  the  teacher  can  undertake. 

She  finds  children  who  should  be  in  a  conservation  of  vision 
class,  interests  them  and  their  parents  in  the  work,  and  gives 
material  assistance  in  adjusting  differences  that  may  arise  after 
the  child  has  entered  the  class.  Her  records  are  more  technical 
than  those  of  the  teacher;  the  latter,  however,  form  a  basis  for 
her  visits;  neither  the  teacher  nor  the  social  service  visitor  inter¬ 
feres  in  the  least  with  the  visits  made  by  the  nurse;  their  quest 
is  of  a  different  nature. 

To  illustrate:  John  Smith  needs  special  treatment  for  the  eye 
disease  from  which  he  is  suffering.  The  nurse  attends  the  clinic 
with  him;  receives  instructions;  visits  his  home;  explains  to 
the  mother  the  necessity  for  the  treatment ;  demonstrates  how  it 
is  to  be  carried  out,  and  returns  as  often  as  necessary  to  see  that 
directions  are  properly  followed.  John  arrives  at  school  late;  he 
says  he  was  obliged  to  walk  because  he  had  no  carfare ;  the  teacher 
visits  the  home,  and,  in  the  course  of  conversation,  finds  that  he 

59 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


was  provided  with  carfare;  she  tactfully  elicits  from  the  boy  the 
fact  that  he  spent  the  carfare  to  pay  the  dues  of  a  boys’  club 
to  which  he  belongs.  Her  intuition  tells  her  that  something  is 
wrong,  and  she  calls  in  the  assistance  of  the  social  service  visitor, 
who  makes  an  investigation  of  the  club,  finds  that  the  boy  has 
desirable  interests  and  companions  there,  and  visits  the  home  to 
see  why  he  used  his  carfare  for  the  dues.  She  discovers  that, 
although  they  are  quite  able  to  afford  it,  the  parents  have  refused 
the  child  this  legitimate  pleasure ;  they  have  nothing  against  the 
club.  She  must  then  do  some  very  tactful  educating  in  a  way 
that  will  give  the  parents  an  understanding  of  the  necessity  for 
recreation  and  at  the  same  time  show  the  child  that  it  is  not  per¬ 
missible  for  him  to  use  his  carfare  in  any  other  way  than  that  for 
which  it  was  intended.  She  may  suggest  that  the  boy  perform 
certain  household  tasks  for  which  he  shall  receive  a  weekly 
allowance,  thus  enabling  him  to  pay  his  dues  in  the  right  way. 
She  may  prove  to  the  parents  that  by  this  method  they  can  stop 
in  the  beginning  a  practice  in  deceit,  which  unchecked,  may  grow 
into  a  hydra-headed  monster.  She  will  win  the  confidence  of  the 
boy  so  that  when  he  is  again  in  difficulties  he  may  go  to  her  for 
advice. 

The  teacher  cannot  take  the  time  to  accomplish  all  this  and 
it  certainly  is  not  in  the  province  of  the  nurse.  The  three  work 
together  to  gain  the  home  cooperation  for  the  child’s  best  interest. 

In  Massachusetts  the  special  training  of  the  Supervisor  of  the 
Children’s  Department  of  the  Massachusetts  Commission  for  the 
Blind  enables  her  to  undertake  the  type  of  work  done  by  the 
social  service  visitor  and  the  nurse  in  Cleveland. 


PREPARATION  WORK 

Because  of  the  present  lack  of  a  sufficient  amount  of  material 
printed  in  special  type  for  conservation  of  vision  classes  the 
teacher  is  called  upon  to  do  a  large  amount  of  preparatory  work. 

The  New  Bedford  classes  have  met  this  difficulty  by  having 
the  necessary  printing  done  in  the  best  large  linotype  obtainable; 
although  this  does  not  conform  exactly  to  the  spacing  and 
lettering  best  adapted  to  sight  saving,  it  is  much  to  be  preferred 

60 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


to  the  same  material  prepared  by  hand,  since  this  falls  much 
further  from  the  ideal. 

Printing  in  small  quantities  is  expensive,  but  where  the  board 
of  education  has  a  printing  establishment  it  can  be  readily 
undertaken. 

The  method  pursued  in  New  Bedford  is  as  follows:  lesson  ma¬ 
terial  for  each  day  is  prepared  long  enough  in  advance  to  have 
the  printing  done.  Large  sheets  of  manila  paper  (12  inches  by 
9  inches)  are  used  and  the  special  lesson  printed  thereon.  These 
sheets  are  sent  to  the  class  room  unbound.  Each  child  is  pro¬ 
vided  with  a  piece  of  heavy  cardboard,  about  an  inch  larger  on  all 
sides  than  the  lesson  sheet ;  to  this  the  paper  is  clipped ;  thus  the 
edges  are  kept  clean  and  uncurled.  The  child  may  use  this  at 
his  seat  or  take  it  to  the  blackboard  much  more  readily  than  if 
he  had  to  handle  a  book  of  the  same  size. 

In  the  time  allotted  to  busy  work  he  prepares  two  cardboard 
covers  somewhat  larger  than  the  size  of  paper  sheets  used  for  the 
daily  lesson.  The  wall-paper  companies  in  New  Bedford  have 
been  glad  to  supply  the  classes  with  samples  of  wall-paper  no 
longer  in  stock  to  cover  these  cardboards.  The  child  is  taught 
to  put  in  eyelets,  and,  as  the  papers  are  finished  with,  they  are 
inserted  between  the  covers.  This  method  is  much  less  expensive 
than  having  the  books  bound ;  in  cover  making  the  sense  of  touch 
is  developed;  lessons  are  given  in  color,  pasting,  arrangement, 
etc.  The  sheets  will  serve  other  classes  and  covers  can  be  re¬ 
placed  as  they  become  soiled. 

In  other  places,  where  this  printing  is  not  provided  for,  the 
teachers  are  obliged  to  prepare  most  of  the  work.  A  rubber 
printing  outfit  obtainable  at  educational  supply  companies  may 
be  used  or,  if  written  work  is  required,  a  spoon  bill  pen  and  black 
India  ink  will  be  found  to  give  the  best  results. 

Far  too  great  an  amount  of  preparatory  work  is  at  present 
required  of  conservation  of  vision  teachers.  They  cannot  devote 
class-room  time  to  this,  as  every  moment  is  needed  for  individual 
teaching.  Every  conscientious  teacher  of  such  class  uses  so  much 
nervous  energy  during  the  school  day  that  it  is  practically  im¬ 
possible  for  her  to  devote  the  necessary  amount  of  time  to  pre¬ 
paration  and  not  have  the  strain  react  upon  her  pupils. 

61 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


As  more  large  type  material  becomes  available  this  difficulty 
will  gradually  be  eliminated  and  the  amount  of  preparation  work 
will  be  decreased  until  it  will  equal  that  usually  found  necessary 
by  the  grade  teacher. 


SPECIAL  CONSERVATION  OF  VISION  CLASSES  FOR 
TRACHOMATOUS  CHILDREN 

Many  children  are  excluded  from  school  because  they  are 
suffering  from  trachoma,  a  very  serious  disease  of  the  eyes.  It 
is  often  mistaken  for  follicular  conjunctivitis;  the  initial  symp¬ 
toms  are  similar;  but  whereas  the  latter  responds  readily  to 
treatment,  trachoma  is  of  a  peculiarly  obstinate  nature,  and  often 
takes  a  very  long  time  to  cure.  Hence  although  it  is  not  com¬ 
municable  in  all  stages,  children  suffering  from  it  may  be  excluded 
from  school  for  some  time. 

To  give  such  an  opportunity  for  educational  advantages  some 
cities  have  established  special  conservation  of  vision  classes  for 
trachomatous  children.  The  general  plan  outlined  for  conserva¬ 
tion  of  vision  classes  applies  to  these,  except  that  the  segregation 
system  must  be  followed.  It  is  very  essential  that  the  regular 
grade  work  be  taken  up,  for,  provided  the  case  is  taken  in  time, 
with  proper  treatment  practically  all  children  suffering  from 
trachoma  can  be  returned  to  the  grade. 

The  teacher  must  exercise  care  for  her  own  protection.  She 
must  impress  upon  the  children  the  necessity  of  keeping  their 
hands  from  their  eyes,  so  that  articles  touched  by  them  will  not 
become  carriers  of  the  germs.  She  must  preach  and  reiterate  the 
gospel  of  the  individual  towel,  face  cloth,  handkerchief,  soap, 
etc.,  and  must  make  every  effort  to  see  that  their  families  take 
all  precautions  to  prevent  the  spread  of  the  disease. 


CONSERVATION  OF  VISION  CLASSES  IN  THE  HIGH 

SCHOOL 

It  is  a  much-discussed  question  whether  an  attempt  should  be 
made  to  give  children  suffering  from  defective  vision  higher  edu¬ 
cational  advantages  than  those  offered  by  the  elementary  school. 

62 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


That  there  should  be  any  question  of  the  advisability  of 
offering  a  high-school  course  is  due  to  the  remnant  that  still  re¬ 
mains  of  a  preconceived  idea  that  physical  handicap  must  denote 
mental  handicap. 

The  child  with  defective  vision  is  just  as  likely  to  possess  a  keen 
intellect  as  the  child  with  normal  vision ;  moreover,  if  his  training 
is  correct  his  power  of  concentration  will  be  better  developed, 
since  he  must  learn  to  depend  upon  this  rather  than  upon  his 
sight  for  impressions;  hence  there  is  no  reason  why  he  should 
be  deprived  of  a  high-school  education.  Naturally  it  must  be 
looked  upon  as  a  training  rather  than  an  end  just  as  it  is  for  the 
normally  sighted  child. 

Special  classes  for  conservation  of  vision  can  be  arranged  in  the 
high  school  under  exactly  the  same  cooperative  plan  as  that 
established  in  the  elementary  schools.  The  student  will  attend 
the  regular  class  for  all  possible  work  and  the  special  class  for  all 
intensive  eye  work.  His  assignments  for  which  there  are  no  large 
type  books  will  be  read  to  him  by  the  special  conservation  of 
vision  teacher. 

Where  there  are  but  two  or  three  pupils  to  be  provided  for  in 
the  high  school,  a  special  tutor  and  paid  pupil  readers  are  prac¬ 
tical. 

Where  children  suffering  from  defective  vision  show  no  great 
aptitude  for  mental  work,  vocational  training  is  preferable  to 
scholastic,  just  as  it  is  with  the  normally  sighted.  Special 
effort  should  be  made  to  offer  the  pupil  that  form  of  vocational 
training  which  in  later  life  can  be  made  use  of  without  eye-strain. 


DISPOSITION  OF  THE  MENTALLY  SUBNORMAL 
CHILD  SUFFERING  FROM  DEFECTIVE  VISION 
The  question  of  what  to  do  with  the  mentally  defective  child 
who  is  suffering  from  eye  trouble  has  puzzled  many  educators. 
Shall  the  mental  defect  be  considered  the  chief  handicap  and  the 
child  be  placed  in  an  ungraded  class,  or  shall  the  eye  defect  or 
disease  be  considered  paramount  and  the  advantages  of  a  con¬ 
servation  of  vision  class  be  offered? 

The  first  point  to  be  decided  is  whether  the  child  is  actually 

63 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


a  mental  defective  or  retarded  mentally  because  of  eye  trouble, 
malnutrition,  etc.  This  may  seem  aside  from  the  question,  but 
actual  experience  shows  that  a  large  percentage  of  children  now 
doing  excellent  work  in  conservation  of  vision  classes  were  con¬ 
sidered  mentally  deficient  in  the  grade. 

If  in  the  opinion  of  the  psychiatrist  or  the  psychologist  whose 
function  it  is  to  make  the  decision  the  child  with  defective  vision 
is  pronounced  a  mental  defective,  there  should  be  no  difficulty 
in  placing  him.  The  line  of  cleavage  should  not,  however,  lie 
between  the  defective  mentality  and  the  defective  vision,  but, 
rather,  between  the  socially  incompetent  and  the  socially  com¬ 
petent.  As  a  social  incompetent  the  mental  defective  belongs  in 
an  ungraded  class;  his  eye  trouble  must  be  considered  an  added 
handicap  and  must  be  given  the  same  consideration  that  any 
other  physical  defect  would  receive;  everything  possible  must  be 
done  to  give  him  the  benefit  of  special  equipment  in  the  ungraded 
class.  Here  his  mental  work  will  be  of  secondary  consideration 
and  care  must  be  taken  to  select  manual  work  that  will  reduce 
eye-strain  to  a  minimum.  He  will  naturally  receive  the  same 
attention  from  the  school  ophthalmologist  as  that  given  to  chil¬ 
dren  in  conservation  of  vision  classes. 

If  there  is  a  doubt  as  to  his  mentality,  the  child  with  defective 
vision  should  be  placed  in  a  conservation  of  vision  class  and 
allowed  to  remain  there  until  he  has  demonstrated  his  mental 
ability  or  his  subnormality.  A  teacher  of  a  conservation  of 
vision  class  is  always  willing  to  labor  with  such  children  as  long 
as  there  is  any  hope  of  awakening  a  dormant  intelligence;  if 
after  a  fair  test  she  finds  that  the  intelligence  is  lacking  rather 
than  latent,  the  child  must  be  sent  to  the  ungraded  class. 

If  in  any  locality  the  number  of  mentally  defective  children 
suffering  from  eye  trouble  is  large  enough  to  warrant  it,  a  special 
conservation  of  vision  class  for  mental  defectives  may  be  estab¬ 
lished;  but  it  should  be  placed  under  the  supervision  of  the  de¬ 
partment  dealing  with  ungraded  classes  and  should  follow  the 
ungraded  class  program. 


64 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Pupil  in  sight-saving  class  learning  to  use  the  dictaphone. 

5  65 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


PLACEMENT  OF  CHILDREN  WHOSE  VISION  IS  AF¬ 
FECTED  BY  GENERAL  HEALTH  CONDITIONS 
Several  diseases  of  the  eye  are  greatly  affected  if  not  caused  by 
general  health  conditions.  A  tuberculous  child  may  develop  a 
serious  eye  trouble  that  will  fail  to  respond  to  treatment  until  the 
general  health  improves. 

In  such  cases  it  is  much  better  to  place  the  child  in  an  open-air 
camp,  or  an  open-air  class,  than  in  a  conservation  of  vision  class. 
If,  under  correct  living  conditions,  his  health  improves,  his  vision 
will  often  clear  so  that  he  can  be  returned  directly  to  the  regular 
grade. 


VOCATIONAL  GUIDANCE 

There  is  ample  opportunity  in  a  conservation  of  vision  class 
to  instil  into  the  child’s  mind  a  positive  desire  for  some  form 
of  occupation  that  will  require  other  senses  than  that  of  sight. 
Few  children  have  a  preconceived  idea  of  what  they  wish  to  be 
or  to  do.  There  is,  of  course,  the  born  mechanician,  the  born 
poet,  the  born  actor,  but  for  the  most  part  children  pass  through 
various  stages  of  desire,  influenced  largely  by  the  propinquity 
of  the  moment.  To  attempt  to  combat  these  phases  if  the  ambi¬ 
tion  is  undesirable  is  but  adding  fuel  to  the  flame,  intensifying  an 
impression  that  will  doubtless  wear  away  under  a  stronger  in¬ 
fluence.  The  program  of  the  conservation  of  vision  teacher 
should  be  to  note  carefully  the  possibilities  of  her  pupils,  and  to 
lead  them  tactfully  to  an  understanding  of  the  advantages  of 
certain  types  of  life  work.  The  near-sighted  boy  whose  father  is 
an  accountant  may  desire  to  follow  that  line  and  may  possess  the 
necessary  qualifications  other  than  sight.  The  wise  teacher  will 
lead  him  to  see  the  advantages  in  using  those  qualifications  for 
telegraphy  or  wireless.  The  boy  who  desires  above  all  things  to 
be  a  great  surgeon,  but  whose  eyes  will  not  stand  the  strain  of 
study,  may  be  interested  in  forestry,  which  will  provide  the  out¬ 
door  life  he  needs;  he  may  be  led  to  realize  that  for  him  the 
healing  of  trees  is  better  than  the  healing  of  men. 

The  girl  who  wishes  to  become  a  stenographer  chiefly  because 
her  chum  has  so  decided  may  be  quietly  influenced  to  consider 

66 


67 


Luncheon  is  made  a  family  meal  in  the  sight-saving  class.  Table  etiquette  is  judiciously  taught. 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


the  dictaphone  or  Ediphone,  which  she  can  readily  learn  to  use  in 
connection  with  the  touch  system  of  typewriting  taught  in  the 
conservation  of  vision  class.  Horticulture  may  be  made  of  in¬ 
terest  to  the  child  whose  vision  is  greatly  affected  by  the  general 
health  condition.  Telephone  work  may  be  considered  by  the 
girl  who  must  leave  school  early  to  earn  a  living.  Salesmanship 
offers  an  excellent  opportunity  to  both  boys  and  girls  suffering 
from  defective  vision  since  it  requires  in  many  lines  little  intensive 
eye  work,  but,  rather,  quick  perception,  personality,  good  judg¬ 
ment,  etc. 

Cleveland,  the  city  that  has  perhaps  made  the  greatest  advance 
in  conservation  of  vision  work  among  school  children,  has  a 
special  vocational  visitor  whose  function  it  is  to  search  out  occu¬ 
pations  particularly  adapted  to  those  handicapped  by  defective 
vision;  to  interest  the  children  in  these;  to  assist  in  filling  posi¬ 
tions,  and  to  follow  up  all  placements. 

She  cooperates  with  the  conservation  of  vision  teacher  in 
making  a  careful  study  of  the  child’s  possibilities  and  in  advising 
for  special  training. 

REACHING  THE  CONSERVATION  OF  VISION  CLASS 

Where  a  conservation  of  vision  class  is  attended  by  children 
from  a  distance  the  question  of  transportation  must  be  given 
consideration. 

It  is  well  to  think  of  this  when  a  room  for  a  conservation  of 
vision  class  is  selected  and  to  choose  a  centrally  located  building 
so  that  car  lines  from  various  directions  may  be  used. 

Parents  who  are  able  pay  the  necessary  fare;  in  other  cases 
the  board  of  education  meets  the  expense;  this  is  a  legitimate 
use  to  which  to  put  school  funds. 

LUNCHEON 

The  lunch  problem  for  children  in  conservation  of  vision  classes 
differs  considerably  from  that  of  children  in  the  regular  grades. 
As  a  rule,  conservation  of  vision  centers  are  widely  separated; 
it  is  therefore  necessary  for  many  of  the  children  to  come  from  a 
distance;  hence  they  cannot  go  home  to  lunch. 

68 


69 


A  place  for  everything. 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 

The  fact  that  they  do  come  from  a  distance,  and  that  they  are 
laboring  under  a  handicap,  makes  the  question  of  proper  food  vital. 

Where  there  is  a  lunch-room  or  a  domestic  science  department 
in  the  building,  the  problem  is  simplified,  although  in  many  cases 
it  is  necessary  to  have  a  fund  provided  to  meet  the  expense. 
Where  no  facilities  for  serving  lunch  exist,  special  plans  must  be 
made. 

Many  classes  have  a  small  kitchenette  connected  with  the  con¬ 
servation  of  vision  class-room;  wherever  possible  this  is  in  a 
separate  room,  but  where  space  does  not  permit  of  this  arrange¬ 
ment,  it  is  at  the  back  or  side  of  the  room,  separated  from  it  by 
a  screen.  The  kitchenette  contains  a  sink  with  hot  and  cold 
running  water;  a  two-plate  gas  stove  or  electric  hot  plates  on  a 
small  zinc-covered  table ;  a  limited  supply  of  the  most  necessary 
kitchen  utensils  and  a  cabinet  for  dishes. 

One  hot  dish  is  prepared  each  day  by  the  children  themselves — 
soup,  a  vegetable,  chocolate,  cocoa,  or  milk.  Children  who  are 
able  pay  their  proportionate  amount  of  the  expense,  usually  about 
three  cents  a  day ;  for  others  a  fund  is  allowed ;  the  children  bring 
from  home  whatever  else  they  wish. 

Each  class  is  provided  with  a  lunch  table  and  chairs;  the  boys 
prepare  the  room,  while  the  girls  set  the  table  and  get  the  hot 
dish  ready.  The  teacher  lunches  with  the  children,  who  take 
turns  in  acting  as  host  and  hostess  and  in  serving.  Table 
manners  and  as  much  domestic  science  as  possible  are  judiciously 
taught.  The  children  are  encouraged  to  talk  on  subjects  in¬ 
teresting  to  all. 

After  luncheon  the  girls  wash  the  dishes  and  put  them  away, 
and  the  boys  sweep  up  the  crumbs  and  rearrange  the  room.  This 
general  idea  is  followed  by  all  conservation  of  vision  classes. 

In  the  Worcester  class  each  child  brings  something  to  be  heated 
in  the  kitchenette.  Having  no  luncheon  table,  the  very  re¬ 
sourceful  teacher  suggested  the  idea  of  the  “family  circle.”  The 
desks  are  cleared,  and  the  boys  move  them  into  the  form  of  a 
circle,  cover  them  with  paper  napkins,  and  set  each  place;  the 
girls  heat  the  things  brought  from  home  and  take  turns  in  serving. 
The  general  plan  is  carried  out  of  making  the  luncheon  a  family 
meal. 


70 


7i 


An  orderly  arrangement  of  desks  in  a  sight-saving  class  having  no  lunch  table.  The  little  waitresses  are  serving  hot  chocolate. 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


The  New  Bedford  classes  have  settled  the  question  of  dishes 
by  having  a  large  cabinet  divided  into  generous  spaces,  one  for 
each  child.  In  these  are  kept  the  dishes  the  child  brings  from 
home,  a  square  of  scalloped  oil-cloth,  and  the  lunch  box  or  basket. 
The  desks  are  used,  covered  with  the  oil-cloth. 

In  all  conservation  of  vision  classes  luncheon  is  preceded  by  a 
careful  washing  of  hands  and  faces ;  each  child  has  a  box  contain¬ 
ing  his  own  soap  and  is  provided  with  a  clean  paper  towel ;  after 
drying  his  hands  and  face  he  uses  the  towel  to  wipe  off  the  soap 
so  that  it  will  not  be  put  back  into  the  box  wet. 

The  luncheon  routine  takes  some  little  time  to  initiate,  but  it 
soon  becomes  a  habit,  and  can  be  carried  out  so  expeditiously  as 
to  give  the  children  fully  half  of  the  lunch  period  for  outdoor 
play. 

Just  how  far  the  influence  is  radiating  into  the  home  it  is  im¬ 
possible  to  tell,  but  many  indications  point  to  a  leavening  of  the 
whole.  The  motley  array  of  cracked  and  nicked  dishes  at  first 
brought  by  some  of  the  New  Bedford  children  has  gradually  been 
replaced  by  simple,  appropriate  china;  the  untidily  packed 
lunch  box  has  given  way  to  a  more  appetizing  arrangement; 
unsuitable  food  is  gradually  being  replaced  by  more  nutritious 
lunches ;  crumbs  are  no  longer  swept  to  the  floor  when  the  meal 
is  over.  The  suggestions  are  given  so  tactfully  that  the  children 
never  feel  humiliated.  Example  rather  than  argument  is  the 
prevailing  principle,  and  the  children  hardly  realize  they  are  being 
led.  A  bit  of  realization  of  their  own  improvement  is  sometimes 
brought  home  to  them  by  the  uncouth  table  manners  of  some  new 
pupil,  whom  they  promptly  initiate  into  the  mysteries  of  the 
luncheon  etiquette. 

That  there  is  no  unwholesome  restraint  is  evident  from  the 
enjoyment  of  this  pleasant  daily  exercise. 


FINANCIAL  ASPECT 

When  public  funds  are  used,  the  financial  aspect  of  an  under¬ 
taking  must  be  given  even  greater  consideration  than  when  pri¬ 
vate  money  is  expended. 

Ohio  was  the  first  state  to  make  an  appropriation  for  the  edu- 

72 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


cation  of  children  needing  the  advantages  of  a  sight-saving  class. 
In  1917  the  legislature  passed  a  bill  allowing  $250  a  year  for  each 
child  coming  under  its  provisions. 

The  1919  session  of  the  Minnesota  Legislature  passed  a  similar 
bill  allowing  $200  a  year  for  each  sight-saving  class  child. 

The  1919  session  of  the  Massachusetts  Legislature  appro¬ 
priated  the  sum  of  $10,000  annually  to  be  used  by  the  Massa¬ 
chusetts  Commission  for  the  Blind  to  provide  adequate  equip¬ 
ment  for  classes  already  established  and  to  assist  in  the  establish¬ 
ment  of  new  classes  for  the  children  on  the  waiting  list. 

New  York  State  has  thus  far  made  no  appropriation  for  the 
support  of  this  work.  The  Board  of  Education  of  the  city  of 
New  York  approves  or  rejects  the  requisitions  of  the  supervisor 
of  the  department;  other  cities  in  the  state  must  meet  the 
expense  as  best  they  can. 

A  state  appropriation  is  undoubtedly  the  best  method  of  pro¬ 
viding  funds;  if  the  requirements  laid  down  in  the  bill  are  not 
complied  with,  the  state  may  withhold  the  amount;  this  method 
insures  proper  lighting  conditions  and  adequate  equipment;  in 
addition,  small  towns  and  cities  that  would  be  deprived  of  the 
advantages  of  such  classes  because  they  could  not  finance  them 
benefit  under  a  state  provision. 

The  question  is  often  asked  whether  expenditure  for  this  work 
is  justified.  A  statement  of  some  facts  should  convince  even  the 
most  incredulous. 

A  majority  of  children  in  conservation  of  vision  classes  would 
be  excluded  from  all  educational  advantages  if  special  classes 
were  not  provided;  the  state  condemns  illiteracy. 

Of  children  attending  conservation  of  vision  classes,  nine- 
tenths  were  habitual  repeaters  in  the  regular  grades;  95  per  cent 
of  them  are  regularly  promoted  in  the  special  class. 

From  16  per  cent  to  33^  per  cent  of  the  children  in  sight¬ 
saving  classes  can  be  returned  to  the  regular  grade  at  the  end  of 
the  first  year. 

Except  in  the  case  of  progressive  eye  troubles,  the  sight  of 
nearly  all  children  in  such  classes  improves;  progressive  troubles 
are  often  arrested. 

The  general  health  of  the  pupils  is  bettered  as  soon  as  the 

73 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


eye-strain  necessary  to  accomplish  the  regular  grade  work  is 
relieved. 

The  extra  money  expended  for  the  specialized  education  bears 
interest  in  producing  independent  tax-paying  citizens;  it  would 
go  a  very  little  way  in  supporting  the  dependent  adult  who 
wou  d  probably  result  without  the  special  benefit. 

Salary  of  Conservation  of  Vision  Class  Teachers 
Conservation  of  vision  class  teachers  receive  an  annual  com¬ 
pensation  amounting  to  not  less  than  $100  more  than  grade 
teachers  of  the  same  experience  and  training. 


RESOURCES 

The  statement  is  often  made  that  children  needing  glasses  are 
without  them  because  the  parents  will  not  or  cannot  buy  them. 
In  the  former  case  a  tactful,  persistent  nurse  or  teacher,  if  there 
is  no  school  nurse,  can  usually  make  the  parents  see  the  necessity; 
if  the  lack  is  the  result  of  wilful  neglect,  there  is  always  a  last 
resort  to  legal  procedure. 

There  are,  however,  many  instances  in  which  the  parents 
cannot  buy  glasses,  especially  if  they  must  be  paid  for  at  the  time 
of  purchase.  It  is  well,  therefore,  for  teachers  and  nurses  to 
have  a  knowledge  of  possible  resources  from  which  to  obtain 
assistance. 

In  some  places  the  board  of  education  sets  aside  a  sum  for  this 
emergency,  realizing  that  certain  children  cannot  obtain  an  edu¬ 
cation  without  glasses;  in  other  places  state  commissions  and 
local  associations  for  the  blind  consider  prevention  a  part  of  their 
work  and  are  glad  to  aid;  charity  organizations  can  usually  be 
relied  upon  to  render  assistance;  a  rotary  club  or  a  grange  can 
often  be  interested,  and  surely  there  is  no  better  work  for  a 
woman’s  club  or  a  church  society  than  to  help  a  little  child  to 
clearer  vision. 

In  all  cases,  however,  the  family  should  pay  something  for  the 
glasses,  even  if  this  can  be  done  only  by  installments  of  one  or 
two  cents  a  week.  The  whole  amount  need  not  be  required,  but 
glasses  supplied  gratis  are  considered  of  little  value;  no  care  is 

74 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


given  to  them,  hence  there  arises  the  necessity  for  frequently 
replacing  them. 

In  no  instance  should  a  teacher  be  expected  to  furnish  glasses; 
her  function  is  to  recognize  the  child’s  difficulty,  to  make  an  effort 
to  see  that  he  obtains  relief  from  a  legitimate  source,  and  to  help 
him  to  persevere  in  wearing  the  glasses  when  they  are  obtained. 
Community  cooperation  must  accomplish  the  rest. 

CRITICISM  OF  EXISTING  CONDITIONS 

Such  splendid  results  are  being  accomplished  by  conservation 
of  vision  classes  that  it  may  seem  ungracious  to  call  attention  to 
certain  failings;  yet  adverse  criticism  must  be  made  on  three 
important  points: 

1.  Too  much  written  work  is  attempted. 

2.  Too  small  a  scale  is  used  for  written  work,  materials  and 
appliances. 

3.  Far  too  little  attention  is  given  to  typewriting. 

1.  Conservation  of  vision  class  teachers  do  not  depend  suffi¬ 
ciently  upon  oral  methods  of  instruction.  Oral  arithmetic, 
spelling,  history,  geography,  nature  study,  etc.,  can  be  made  just 
as  valuable  as  written  exercises  on  these  subjects.  There  are, 
to  be  sure,  certain  lessons  that  cannot  be  given  orally,  notably 
reading  and  writing,  but  even  in  these  content  can  be  orally  de¬ 
veloped.  A  certain  amount  of  written  arithmetic  is  essential, 
particularly  in  the  upper  grades,  but  to  keep  a  child  suffering 
from  eye  trouble  at  written  work  for  several  periods  even  though 
these  are  interspersed  with  ten  minutes  of  rest  and  recreation 
vitiates  much  of  the  good  otherwise  accomplished. 

If  the  teacher  will  bear  in  mind  that  one  of  the  chief  aims  in 
this  work  is  to  develop  the  child’s  power  of  concentration,  she 
will  soon  find  that  she  can  obtain  excellent  results  from  the  oral 
method  of  instruction.  This  is  quite  as  true  for  the  class  teacher 
as  for  the  special  teacher,  but  the  necessity  for  oral  presentation 
is  greater  in  a  conservation  of  vision  class  than  it  is  in  a  regular 
grade. 

2.  As  a  rule,  the  writing  and  number  work  of  both  teacher  and 
pupil  are  too  small.  Large  clear  writing  on  the  part  of  the 

75 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


teacher  will  give  an  excellent  example  for  the  child  to  follow,  and 
at  the  same  time  will  be  much  easier  for  him  to  read  than  the 
writing  so  often  seen,  especially  in  blackboard  work.  Ample 
blackboard  space  should  be  provided  for  large  writing  and 
figures,  and  saving  paper  at  the  expense  of  the  sight  is  a  mistaken 
economy. 

Busy  work  materials  are  often  on  altogether  too  small  a  scale; 
fine  knitting  and  crocheting  should  be  prohibited.  Only  large 
wooden  needles  and  coarse  material  should  be  used,  at  least  until 
the  child  is  able  to  work  wholly  by  the  sense  of  touch.  Fine 
weaving  must  be  left  for  children  with  normal  vision. 

The  large  type  book,  so  carefully  planned  in  every  detail,  should 
stand  as  an  example  of  conservation  of  vision  class  material,  and 
everything  should  be  on  its  generous  scale. 

3.  Typewriting  is  one  of  the  most  important  lines  to  be  taken 
up  in  the  conservation  of  vision  classes.  It  is  to  serve  as  the 
chief  medium  of  written  expression  for  children  with  defective 
vision  yet  in  many  instances  it  is  given  less  attention  than  any 
other  subject.  One  reason  seems  to  be  that  a  very  important 
pedagogic  principle  has  been  lost  sight  of — one  cannot  teach 
what  he  does  not  know. 

There  is  not  the  slightest  need  for  a  conservation  of  vision 
teacher  to  be  an  expert  typist  in  order  to  impart  to  her  pupils  a 
working  knowledge  of  typewriting,  but  she  must  understand  the 
methods  of  teaching  the  touch  system;  the  correct  fingering,  the 
proper  use  of  appliances,  and  must  be  able  to  demonstrate  toler¬ 
ably  well.  Typewriting  incorrectly  taught  may  prove  a  hindrance 
rather  than  a  help,  since  it  often  necessitates  unlearning  the  wrong 
method  before  a  knowledge  of  the  right  method  can  be  gained. 
A  child  who  is  permitted  to  look  at  the  letters,  to  use  the  wrong 
position  and  fingering,  to  acquire  a  jerky  writing  instead  of  an 
even  touch,  and  to  gain  speed  at  the  expense  of  accuracy,  is 
wasting  time  and  energy  that  might  be  put  to  a  good  use. 


GENERAL  HELPS  AND  SUGGESTIONS 
Every  teacher,  special  or  grade,  develops  her  own  methods  of 
presentation.  However,  to  the  novice  in  conservation  of  vision 

76 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Ordinary  school  desk  and  chair  fitted  with  runners  so  that  they  may  be  moved 

easily. 


77 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


work  suggestions  of  ideas  that  have  been  successfully  carried  out 
in  other  classes  may  prove  helpful. 

The  material  in  this  section  has  been  supplied  almost  wholly 
by  teachers  so  interested  in  the  general  good  of  conservation  of 
vision  classes  that  they  have  been  willing  to  pass  on  suggestions 
that  have  aided  them. 

Everything  mentioned  has  been  seen  in  actual  use.  It  is  not 
the  intention  of  this  manual  to  advertise  any  article  or  to  further 
the  interests  of  any  manufacturer.  Where  names  are  given  it  is 
merely  to  facilitate  the  work  of  the  teacher  in  obtaining  supplies; 
other  material,  possibly  just  as  good,  can  doubtless  be  obtained 
from  many  sources;  no  effort  has  been  made  to  give  a  complete 
list.  Wherever  anything  proved  useful,  the  name  and  place  of 
supply  were  noted  and  are  here  included. 

Equipment. — It  is  not  always  possible  to  obtain  all  the  equip¬ 
ment  desired  for  a  conservation  of  vision  class;  where  proper 
substitutions  can  be  made,  the  lack  of  recommended  material 
need  not  stand  in  the  way  of  establishing  classes. 

For  adequate  natural  and  artificial  lighting  conditions  there 
can  be  no  substitute  offered,  but  with  a  little  ingenuity  and  the 
cooperation  of  the  manual  training  department  many  things 
already  at  hand  can  be  utilized. 

Seating  Arrangements. — If  the  desired  chairs  and  desks  cannot 
be  afforded,  the  usual  school  furniture  may  be  made  to  serve. 
At  very  little  expense  the  ordinary  chair  and  desk  may  be  placed 
securely  on  smooth,  firm  runners,  so  that  they  may  be  readily 
moved  from  place  to  place  without  undue  exertion.  The  runners 
may  be  attached  by  a  carpenter,  or  by  the  manual  training  de¬ 
partment,  the  supervisor  of  which  is  usually  very  glad  to  have 
some  practical  work  for  the  pupils  to  do. 

The  high  finish  may  be  removed  by  a  liquid  for  that  purpose 
obtainable  at  any  paint  store. 

To  give  the  necessary  angle  of  adjustment  to  the  desk  a  device 
in  the  form  of  a  drawing  board  with  adjustable  apparatus  can  be 
fastened  securely  to  the  flat  surface,  to  be  raised  or  lowered  as 
desired.  A  very  simple  device  of  this  nature  may  be  made  in  the 
manual  training  department.  The  important  points  are  that  it 
shall  be  in  dull  finish ;  shall  be  capable  of  being  raised  to  a  correct 

78 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


angle;  shall  be  strong  enough  to  bear  pressure  without  collapsing, 
and  be  furnished  with  a  rack  at  the  base  to  hold  books  and  papers 
in  place. 

Bins  and  Cupboards. — If  the  desirable  zinc-lined  bins  are  not 
possible,  a  long  deep  wooden  box  divided  into  the  necessary  com¬ 
partments  may  be  substituted.  Book  and  dish  closets  can  like¬ 
wise  be  manufactured  in  the  manual  training  department  at  small 
expense.  Glass  doors  are  desirable  to  keep  out  the  dust  and  to 
encourage  good  order  and  arrangement,  but  failing  these,  cur¬ 
tains  may  be  used. 

Pencils.— The  Eagle  Alpha  No.  245  and  the  Eagle  Veriblack 
No.  315  have  been  found  satisfactory;  they  make  the  necessary 
black  thick  line  and  wear  well. 

SUGGESTED  HELPS  IN  SPECIAL  SUBJECTS 

Because  of  the  individual  teaching  necessary  in  a  conservation 
of  vision  class  the  teacher  must  have  on  hand  abundant  material 
for  pupils  not  taking  part  in  the  lesson.  These  must  be  of  such 
nature  that  they  can  be  used  with  very  little  explanation;  the 
chief  object  is  not  to  keep  the  children  occupied — it  is  to  keep 
them  profitably  employed  without  eye-strain. 

When  the  principles  of  a  lesson  have  been  taught  and  the 
teacher  has  satisfied  herself  that  the  child  understands  the  ex¬ 
planations  and  is  able  to  apply  them,  she  may  give  him  work  at 
his  seat  that  will  emphasize  the  points  taken  up. 

The  Arithmetic  Lesson 

Articles  that  will  be  found  of  value: 

1.  Tray  of  red  and  gray  circles  and  squares;  other  forms 
may  be  added  from  time  to  time  to  lend  novelty  and  sur¬ 
prise. 

2.  Tray  of  colored  sticks  of  various  lengths  to  be  used  in 
designing  borders,  patterns,  etc.,  in  constructing  objects 
such  as  kites,  trees,  the  alphabet  in  capital  letters,  the 
Roman  numerals,  the  face  of  a  clock — in  fact,  the  many 
things  suggested  by  the  reading  or  other  lesson  and  the 
story  hour,  that  may  be  utilized  for  number  work. 

79 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


When  clearly  seen  figures  lose  much  of  their  terror  and  mystery.  Note  the 
computation  sets  to  the  left  of  the  door  for  arithmetical  busy  work. 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


3.  Tray  of  seeds — pumpkin,  squash,  watermelon,  musk- 
melon,  and  sunflower. 

4.  Tray  of  colored  half-inch  kindergarten  beads,  cubes, 
spheres,  cylinders,  etc. 

5.  Sets  of  cards  about  six  inches  square  with  a  number  in 
each  corner  and  one  in  the  center  to  be  used  for  combina¬ 
tion  number  work. 

6.  Dominoes. 

7.  Toy  money. 

Place  as  much  emphasis  as  possible  on  mental  arithmetic. 
Some  board  work  must,  of  course,  be  done,  especially  with  pupils 
of  the  upper  grades,  but  this  should  be  reduced  to  a  minimum. 

For  the  little  children  the  kindergarten  material  suggested  is 
of  great  help;  practically  all  of  this  can  be  obtained  at  any 
kindergarten  supply  company;  most  of  that  mentioned  was  ob¬ 
tained  from  the  Milton  Bradley  Company,  Springfield,  Mass. 
The  children  can  collect  the  seeds  in  season  and  the  arithmetic 
lesson  may  thus  be  correlated  with  nature  study. 

Have  the  child  learning  numbers  string  the  wooden  beads  by 
ones,  by  twos,  by  threes,  etc.,  according  to  color  or  form. 

Give  him  a  handful  of  pegs  suggesting  that  they  represent 
soldiers;  have  him  place  the  soldiers  in  straight  lines  of  twos, 
threes,  etc. 

Cut  large  black  figures  from  calendars,  keep  them  in  a  box 
or  envelope;  let  the  child  use  them  to  make  as  many  combina¬ 
tions  as  he  can. 

A  number  game  is  always  interesting;  give  the  pupil  a  number 
containing  as  many  orders  as  he  has  been  taught  to  read  and 
write;  ask  him  to  make  all  the  combinations  possible,  thus: 

Given  number  1265 

Combinations  2651 
6521 

5612,  etc. 

Ask  him  to  add  the  columns;  to  add  the  lines  across;  to  add  the 
results,  etc.,  to  subtract  the  smallest  number  from  the  next 
highest,  etc. 

6 


81 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Playing  dominoes  is  always  interesting  to  children ;  the 
younger  children  may  be  asked  to  put  all  threes  together;  all  fives, 
etc.  Learning  to  play  the  game  is  by  no  means  a  waste  of  time ; 
it  makes  a  good  lesson  in  mental  arithmetic  and  develops  concen¬ 
tration  and  forethought. 

Introduction  into  factoring  and  division:  ask  the  child  using 
the  stick  tray  to  lay  out  36  sticks;  divide  into  two  equal  parts; 
into  three  equal  parts,  etc. 

Divide  the  soldier  sticks  so  that  one  half  will  be  on  each  side  of 
the  river. 

Plant  each  third  of  a  certain  number  of  seeds  in  the  gardens  of 
three  boys. 

Give  the  pupils  brown  paper  circles  to  represent  pies;  ask  them 
to  cut  these  into  halves,  quarters,  eighths,  etc. 

A  real  pie,  or  an  occasional  birthday  cake  at  the  luncheon, 
makes  a  very  pleasant  and  lasting  impression  of  fractions. 

The  store  is  a  never-ending  source  of  suggestions.  Empty 
containers  may  be  obtained  from  almost  any  factory;  a  few 
shelves  can  readily  be  put  up  in  a  part  of  the  room  where  they 
will  not  be  in  the  way;  a  board  placed  across  two  boxes  makes 
an  excellent  counter.  Arithmetical  computations,  so  irksome  to 
children  when  presented  in  the  abstract,  acquire  meaning  and 
interest  when  learned  from  actual  buying  and  selling.  If  it  seems 
inadvisable  to  use  real  money,  toy  money  may  be  obtained  from 
the  Milton  Bradley  Company.  Market  values  may  be  studied ; 
methods  of  manufacturing  considered,  followed  perhaps  by  a  visit 
to  the  factory.  A  basis  may  be  laid  for  good  salesmanship. 

For  teaching  weights  and  measures  a  cabinet  containing  a  very 
full  supply  may  be  obtained  from  the  Milton  Bradley  Company; 
this  soon  pays  for  itself ;  actually  to  pour  the  contents  of  two  pints 
into  a  quart  container  impresses  the  fact  in  a  way  that  no  amount 
of  telling  can  hope  to  accomplish.  It  is  surprising  to  see  how  rap¬ 
idly  some  children  considered  dullards  in  the  regular  grade 
develop  an  arithmetical  sense  under  individual  instruction. 

The  following  will  be  found  helpful : 

The  Frank  Coleman  Chart  for  Teaching  Fractions. 

(Particulars  from  Board  of  Education,  New  York,  N.  Y.) 

82 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


The  geography  lesson  at  his  fingers’  ends.  The  sense  of  touch  helps  to  conserve 

the  sense  of  sight. 


83 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Ma  Grath  Fraction  Board. 

Educational  Specialties,  Inc.,  Boston,  Massachusetts. 

De  Croats  Compact  Efficiency  Drill. 

Iroquois  Publishing  Co.,  Syracuse,  New  York. 

Bradley’s  Addition  Charts. 

Milton  Bradley  Company,  Springfield,  Massachusetts. 

Thompson’s  Minimum  Essentials. 

Ginn  and  Company,  Publishers,  Boston,  Massachusetts. 

Busy  Builders  Book  (in  primer  type). 

Bertha  B.  Cobb.  Published  by  Ginn  and  Co.,  Boston, 

Massachusetts. 

Maxon’s  Self  Keyed  Fundamental  Number  Work. 

William  S.  Maxon.  Published  by  J.  L.  Hammet  Co., 

Boston,  Massachusetts. 

(Order  copy  in  type  large  enough  for  conservation  of  vision 
class  pupil’s  own  use.) 

The  Geography  Lesson 

No  geography  text-books  in  large  type  are  yet  available,  hence 
the  special  teacher  must  be  responsible  for  the  preparation  work. 
The  teacher  in  the  regular  grade  develops  the  content  of  the  les¬ 
son  ;  the  special  teacher  reads  the  assignment,  and  takes  up  map 
work. 

A  large  outline  map  may  be  drawn  in  white  enamel  on  the  roller 
blackboard,  and  details  put  in  as  desired;  few  of  such  details 
should  be  put  in  at  a  time  in  order  that  confusion  may  be  avoided. 

An  outline  map  may  be  drawn  on  manila  paper  and  cut  out; 
the  cut-out  part  may  be  used  in  connection  with  other  cut-outs, 
tacked  to  the  board  to  show  position  of  continents,  commerce, 
prevailing  winds,  etc.  A  small  ship  or  train  fastened  to  the  top 
of  a  pointer  and  moved  by  it  from  place  to  place  gives  a  vivid 
impression  of  routes  of  trade,  travel,  etc. 

The  outline  left  by  the  cut-out  may  be  used  in  various  ways: 
it  may  be  tacked  to  the  board,  allowing  the  surface  of  the  board  to 
represent  the  continent;  it  may  be  placed  on  the  sand  table  to 
act  as  an  outline,  and  the  sand  used  to  reproduce  the  physical 
features;  natural  resources  can  readily  be  shown  by  this  method. 

For  teaching  the  geography  of  the  United  States,  Parker’s 

84 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


“  Map  of  the  United  States  cut  on  State  Lines,”  obtainable  at  the 
Parker  Bros.,  Salem,  Massachusetts,  will  be  found  very  helpful. 
Several  of  the  cut-out  maps  are  divided  arbitrarily,  hence  in  using 
them  the  children  lose  the  benefit  of  the  sense  of  touch  in  getting 
the  size  and  shape  of  states. 

Puzzle  maps  may  be  made  of  any  country  by  drawing  outlines, 
coloring  the  divisions,  pasting  the  whole  on  thin  wood,  and 
cutting  along  the  desired  lines  with  a  jig-saw. 

One  of  the  best  methods  of  impressing  physical  features  is  by 
having  the  child  reproduce  the  map  in  plasterine  or  plasticine 
(obtainable  at  school  supply  companies) .  Objects  can  be  modeled 
to  help  in  understanding  the  climate;  the  life  of  the  people,  etc., 
“The  Caravan  on  the  Desert,”  “The  Home  of  the  Eskimo,” 
“Jungle  Life  in  the  African  Forest,”  “An  Indian  Encampment.” 

Railroad  offices  supply  maps  that  are  of  great  help. 

Geographic  building  blocks  are  good  for  the  little  folks. 

An  important  point  to  be  borne  in  mind  is  that  many  geography 
lessons  can  be  taught  out-of-doors.  For  instance,  children  in 
New  York  City  may  gain  an  excellent  idea  of  the  water  boundaries 
of  Manhattan  Island  by  taking  a  trip  on  the  “Sight  Seeing 
Yacht.”  The  teacher  explains  points  of  geographic  and  historic 
interest. 

Many  geographic  features  can  be  demonstrated  at  only  a  short 
distance  from  the  school.  This  method  of  instruction  leaves 
lasting  impression  without  eye-strain.  If  trips  cannot  be  ar¬ 
ranged  during  school  hours,  an  occasional  afternoon  or  Saturday 
trip  will  well  repay  the  trouble  taken. 

Books  for  Suggestions : 

“How  We  Travel,”  in  “Home  and  World  Series,”  by  James  F. 
Chamberlain.  Published  by  MacMillan  Co.,  New  York. 

“Japan,  a  Record  in  Color,”  by  Mortimer  Menpes.  Published 
by  Adams  and  Black,  4  Soho  Square,  London,  England. 

“Around  the  World,”  Book  I,  by  Clarence  F.  Carroll.  Pub¬ 
lished  by  Silver,  Burdett  and  Company,  N.  Y. 

“The  World’s  Children,”  by  Mortimer  and  Dorothy  Menpes. 
Published  by  Adams  and  Black,  London,  England. 


85 


86 


A  close  acquaintance  with  the  reading  chart. 


87 


Device  planned  for  the  New  Bedford  Classes  to  keep  letter  and  number  cards  from  slipping  from  raised  desks.  Made  in  manual 

training  department. 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Language  and  Spelling  Lessons 

1.  Embeco  Phonetic  Drill  Cards  No.  8252.  Milton  Bradley 
Company,  Springfield,  Mass. 

2.  Aldine  Sight-word  Cards,  Newson  and  Co.,  New  York  City. 
Other  word  cards  used  in  connection  with  the  various  meth¬ 
ods  of  teaching  reading. 

3.  Letter  cards  for  sight  word  building. 

4.  Letter  cards  and  family  cards  for  building  words  in  families. 

5.  Zinc  letters,  upper  and  lower  case,  called  “Blind  Special 
Letters,”  Cleveland  Galvanizing  Works,  Cleveland,  Ohio. 

6.  Wooden  letter  building  blocks. 

7.  Press  boards: 

Plymouth  Press,  Plymouth,  Mass. 

Letter  Boards,  Multiform  Sales  Co.,  431  N.  Dearborn  St., 
Chicago,  Illinois. 

Lead  and  wooden  letters  are  excellent  for  beginners,  as  the 
sense  of  touch  helps  to  conserve  the  sight. 

An  object  of  never-failing  interest  is  the  “Press  Board,”  used 
by  churches  and  lecture  halls  for  presenting  notices;  to  find  the 
letters  and  assemble  them  to  make  the  word  and  later  the  sentence 
and  the  story  develop  a  keen  sense  of  touch,  accuracy,  and  con¬ 
centration. 

Letter  and  number  cards  are  of  so  much  value  that  the  child 
suffering  from  defective  vision  should  not  be  deprived  of  them, 
yet  they  keep  constantly  slipping  from  the  raised  desks. 

To  meet  this  difficulty  the  New  Bedford  classes  devised  an 
excellent  plan  that  was  successfully  carried  out  by  the  manual 
training  department.  A  frame  is  made  that  exactly  fits  over  the 
desk,  clamped  to  it  by  wooden  buttons  turning  on  screws.  Slats 
in  which  very  narrow  grooves  have  been  made  are  fastened 
securely  across  the  frame,  one  inch  apart;  the  child  fits  the  num¬ 
ber  or  letter  cards  into  the  groove.  The  device  is  so  simple  and 
so  easily  made  that  every  conservation  of  vision  class  should  be 
supplied,  for  it  must  be  remembered  that  many  of  these  children 
are  suffering  from  nervous  disorders  and  the  slipping  of  the  cards 
accentuates  nervous  strain. 

Old  charts  may  be  cut  up  for  sentence  making. 

Where  pictures  are  used  to  develop  the  language  lesson,  care 
must  be  taken  to  select  well-defined  objects,  simple  in  detail. 

88 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Instead  of  having  the  child  write  the  story  suggested  by  the 
picture,  let  him  tell  it. 

In  place  of  pictures,  topics  may  be  used — The  Rain,  The  Sun, 
The  Sky,  etc. 

Suggestive  Books : 

Language  Games  for  all  Grades,  F.  G.  Deming. 

Published  by  Beckley  and  Cardy  Co.,  Chicago,  Illinois. 
Language  Games,  Myra  King. 

Published  by  Educational  Publishing  Co.,  New  York. 

Suggestive  Books  Containing  Ideal  Pictures : 

“Farm  Book,”  E.  B.  Smith. 

Published  by  Houghton  Mifflin  Company,  New  York. 
“Four  and  Twenty  Toilers,”  F.  D.  Bedford. 

Published  by  Edwin  Dalton,  48  Aldergate  St.,  London, 
England. 

“Under  the  Window,”  Kate  Greenaway. 

Published  by  Frederick  Warne  and  Co.,  12  E.  33d  St.,  New 
York. 

“The  Circus  and  All  About  It,”  Elmer  B.  Smith. 

Published  by  Frederick  A.  Stokes  Co.,  New  York. 

“The  Sea  Shore  Book,”  E.  B.  Smith. 

Published  by  Houghton  Mifflin  Company,  New  York. 
“Dickens’  Children,”  Jessie  W.  Smith. 

Published  by  Charles  Scribner’s  Sons,  New  York. 

“The  Seven  Ages  of  Childhood,”  J.  W.  Smith. 

Published  by  Moffat,  Yard  and  Company,  New  York. 

The  History  Lesson 

Hart’s  History  Aids:  Ten  colored  maps  for  pupils’  daily 
school-room  use,  showing  growth  of  the  United  States,  1748-1913, 
Peckham,  Little  Company,  New  York,  or  School  Supplies, 
Whitaker  and  Ray  Company,  San  Francisco,  California. 

These  maps  have  been  found  very  graphic  in  explaining  the 
history  lesson. 

City  or  Town  History  Clubs  are  always  interesting.  If  such 
have  been  initiated  in  the  regular  grades,  the  conservation  of 
vision  class  child  should,  of  course,  take  advantage  of  them 
there.  If  not,  the  special  teacher  can  find  no  better  way  of 
creating  enthusiasm  for  the  history  lesson  than  by  initiating  the 
children  into  the  local  history  by  means  of  a  club. 

89 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Current  Topics 

It  is  difficult  to  prevent  the  older  pupils  in  conservation  of 
vision  classes  from  reading  the  newspapers,  yet  the  type  in  which 
nearly  all  newspapers  are  printed  is  small  and  trying,  even  to 
normal  eyes.  The  growing  boy  and  girl  naturally  want  to  know 
what  is  going  on  in  the  world,  and  it  is  most  desirable  that  this 
curiosity  should  be  encouraged,  but  not  at  the  expense  of  their 
sight. 

In  the  better  class  of  homes  this  matter  can  be  taken  up  with 
the  parents  and  their  cooperation  asked  in  reading  to  the  child 
newspaper  accounts  that  are  likely  to  interest  him;  but  such  co¬ 
operation  is  not  always  possible;  hence  the  teacher  must  take  the 
responsibility  by  making  the  current  events  lesson  so  interesting 
that  the  craving  for  “news”  will  be  legitimately  satisfied.  So 
far  as  the  print  is  concerned  there  is  no  reason  why  the  pupils 
should  not  read  newspaper  headlines;  a  good  plan  is  to  have  them 
cut  out  those  that  interest  them;  a  large  sheet  of  cardboard  may 
be  kept  for  the  current  events  lesson  and  the  headlines  fastened 
on  this  for  the  topics  of  the  day;  this  method  requires  a  good 
deal  of  newspaper  reading  on  the  part  of  the  teacher,  but  with  a 
little  discretion  she  can  select  topics  that  will  prove  of  the  most 
value  and  confine  her  attention  chiefly  to  these.  The  work  will,  of 
course,  be  taken  up  in  the  regular  grade;  the  responsibility  of  the 
conservation  of  vision  class  teacher  is  to  supply  the  material  that 
the  child  in  the  regular  grade  would  be  expected  to  get  for  himself. 

Typewriting 

Typewriting  has  been  mentioned  as  one  of  the  very  important 
lines  of  work  to  be  taken  up  in  conservation  of  vision  classes. 
Too  much  stress  can  hardly  be  laid  upon  proper  instruction  and 
training. 

A  study  of  typewriting  is  usually  begun  with  fifth  grade  pupils; 
younger  children,  however,  can  often  master  the  mechanics. 

The  silence  pad,  recommended  under  equipment,  will  eliminate 
some  of  the  rather  nerve-racking  noise;  a  noiseless  typewriter  is 
satisfactory,  especially  where  it  must  be  used  in  a  room  where 
other  children  are  at  work.  Children  suffering  from  nervous 

90 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


This  near-sighted  boy  finds  typewriting  very  profitable  when  the  copy  is 
clearly  written  on  the  blackboard  and  he  is  permitted  to  place  his  chair 
as  close  to  it  as  is  necessary. 

91 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


troubles  are  often  irritated  by  the  clicking  sound  made  by  the 
manipulation  of  the  keys. 

The  shield  to  cover  the  letters  is  essential;  correct  position  of 
body  and  fingers  must  be  given  careful  attention.  First  lessons 
may  be  learned  from  the  wall  chart  supplied  by  typewriter  com¬ 
panies;  the  chart  should  be  hung  so  as  to  permit  the  greatest 
facility  for  seeing  letters  and  fingering.  It  may  have  to  be  ad¬ 
justed  for  each  child. 

As  soon  as  the  position  of  letters  is  sufficiently  mastered  to 
enable  the  child  to  pass  on  to  words,  these  should  be  written  on  the 
blackboard ;  the  typewriter  should  be  placed  as  close  to  the  board 
as  is  necessary  in  individual  cases.  The  same  plan  maybe  fol¬ 
lowed  for  sentences  and  short  exercises. 

As  little  copy  work  as  possible  should  be  attempted;  lessons 
may  be  given  from  dictation,  or  with  older  pupils  the  dictaphone 
may  be  employed;  the  resourceful  teacher  will  read  aloud  the 
assignment  in  geography,  history,  etc.,  into  the  dictaphone  at  her 
convenience,  and  the  pupil,  by  transcribing  it  on  the  typewriter, 
will  gain  two  ends  by  one  operation. 

When  copy  work  is  necessary,  two  essentials  must  be  borne  in 
mind ;  the  copy  must  be  in  large  writing  or  printing,  and  it  must 
be  placed  in  front  of  the  pupil.  No  child  should  ever  be  permitted 
to  transcribe  from  copy  laid  flat  on  his  desk. 

There  are  many  devices  on  the  market  for  holding  copy,  but 
few  are  satisfactory.  The  holder  that  fastens  to  the  typewriter 
vibrates  with  the  action;  this  is  trying  to  any  operator,  but 
especially  so  to  one  suffering  from  defective  vision.  The  holder 
that  must  be  placed  at  the  side  of  the  machine  necessitates  a  con¬ 
stantly  strained  position  of  the  head  and  eyes. 

An  excellent  device  seen  in  use  is  the  Line-A-Time  System  of 
Transcribing,  Line-A-Time  Manufacturing  Company,  Rochester, 
New  York.  It  is  securely  fastened  by  screws  to  the  desk  or 
table  back  of  the  typewriter,  thus  bringing  the  copy  directly  in 
front  of  the  operator;  it  is  adjustable,  has  a  line  marker;  does 
not  interfere  or  vibrate  with  the  action,  and  may  be  readily 
removed  when  not  in  use. 

A  manual  training  department  can  often  make  an  excellent 
copy  holder  if  given  the  necessary  suggestions. 

92 


93 


Transposing  from  copy  laid  on  the  desk  is  a  cause  of  eye-strain. 


94 


Line-A-Time  System  of  Transcribing,  Line-A-Time  Manufacturing  Co.,  Rochester,  N.  Y.  This  device  can  be  securely  fas¬ 
tened  to  the  table  or  desk;  it  brings  the  copy  directly  in  front  of  the  operator;  is  adjustable;  is  equipped  with  a  line  marker, 
and  does  not  vibrate  with  the  action  of  the  typewriter. 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Clay  Modeling 

Since  children  with  defective  vision  are  deprived  of  a  good 
part  of  the  drawing  normally  sighted  children  profitably  enjoy, 
special  emphasis  should  be  laid  on  clay  modeling.  The  seasons 
offer  objects  that  will  stimulate  interest — leaves,  fruit,  flowers, 
vegetables,  animal  and  bird  life. 

Japanese  paper  toys,  obtainable  at  almost  any  Japanese  store, 
are  well  made  and  are  usually  correct.  They  are  inexpensive 
and  make  excellent  models  for  copying. 

Forming  vases  by  the  Coil  method  makes  splendid  seat  work 
and,  after  a  few  lessons,  a  great  deal  can  be  accomplished  with 
very  little  supervision. 


Manual  Training 

Except  for  measuring,  there  is  very  little  intensive  eye  work 
necessary  in  many  forms  of  manual  training. 

Were  it  not  for  the  continual  bending  over  which  makes  it 
almost  prohibitive  for  myopic  children,  carpentry  is  an  ideal 
occupation. 

In  some  schools  tinsmithing  has  been  found  a  very  advanta¬ 
geous  form  of  manual  work  for  conservation  of  vision  class  chil¬ 
dren  ;  it  gives  them  training  in  constructive  work,  accuracy,  and 
concentration,  and  at  the  same  time  interests  them  because  of 
its  practical  value. 

The  ophthalmologist  in  charge  of  the  class  should  be  consulted 
before  special  work  is  undertaken,  and  his  directions  followed  for 
the  kind  and  amount  prescribed. 

Physical  Training 

General  physical  training  should  be  taken  with  the  regular 
grade  class.  Eye  difficulties,  however,  often  lead  to  strained 
physical  positions,  round  shoulders,  poor  carriage,  etc.  In  such 
case  the  conservation  of  vision  teacher  should  cooperate  with  the 
physical  training  teacher  in  carrying  out  corrective  exercises. 

After  periods  of  eye  work  a  few  minutes  of  physical  activity 
will  often  relieve  strain ;  the  regular  drill  need  not  necessarily  be 
followed,  a  game  of  bean  bags  or  of  ball,  a  folk  dance,  etc.,  will 
often  help  the  children  to  do  better  scholastic  work. 

95 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Busy  Work 

A  conservation  of  vision  teacher  has  well  expressed  the  use  of 
“  Busy  Work.”  “  In  assigning  any  form  of  busy  work,  the  teacher 
should  remember  that  the  child  is  interested  in  the  finished 
product  while  she  is  interested  in  the  child’s  image  getting.  The 
teacher  should  therefore  change  the  form  of  seat  work,  seeking 
to  keep  the  pupil  actively  interested  and  eager  to  be  given  similar 
work  another  time.  Freedom  of  expression  and  definite,  clear- 
cut  imagery  are  the  aims  to  be  kept  in  view.  The  child’s  seat 
work  is  a  natural  outgrowth  of  the  wholesome  interests  to  which 
the  daily  work  makes  a  strong  appeal  and  thus  reinforces  the 
regular  work.  All  seat  work  should  serve  to  fix  ideas,  to  clarify 
and  enlarge  them,  and  if  possible  to  suggest  new  ones.” 

The  chief  aim  in  the  getting  of  images  is  the  correlation  between 
hand  and  brain.  As  little  demand  as  possible  should  be  made  on 
the  eyes  to  assist  in  this  correlation.  Busy  work  that  does  not 
serve  its  purpose  is  a  waste  of  time  and  encourages  the  child  to 
follow  idle  pursuits. 

All  hand  work  should  be  initiated  with  very  large  utensils  and 
material.  The  size  may  gradually  be  diminished  as  the  child 
becomes  sufficiently  familiar  with  the  plan  to  work  chiefly  by  the 
sense  of  touch.  No  fine  work  should  be  permitted. 

Weaving. — 

Oil-cloth  mats  with  slats. 

Oil-cloth  mats  with  oil-cloth  strips. 

Tyndall  loom  with  slats  for  woof  and  heavy  twine  for  warp. 

Tyndall  loom  with  raffia. 

Tyndall  loom  with  rag. 

Large  loom,  32  by  54  inches,  similar  to  small  loom,  may  be 
made  in  the  manual  training  department;  on  this  rug 
yarn  will  be  used. 

Cotton  roving  makes  an  excellent  material  for  braided  mats, 
afghans,  etc. 

The  Katrinka  weaving  loom  makes  possible  attractive  table 
mats. 

Basket  Making. — 

Baskets  with  wooden  bases  and  hat  straw  weaving. 

Baskets  with  wooden  bases  and  reed  weaving. 

96 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Coarse  weaving  makes  practical  busy  work  without  eye-strain. 

7  97 


98 


Busy  work  that  involves  no  eye-strain  is  of  great  help  in  coordinating  brain  and  hand  activities. 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Baskets  with  reed  bases  and  reed  weaving. 

Baskets  with  raffia  over  reed,  Lazy  Squaw  Stitch. 

Baskets  with  raffia  over  reed,  Figure-eight  Stitch. 

Baskets  with  raffia  over  reed,  Indian  Stitch. 

Baskets  with  raffia  over  rope. 

(Stitches  are  described  in  the  Priscilla  Basketry  Book.  See 
reference  at  end  of  section.) 

The  teacher  must  exercise  great  care  in  weaving  and  basketry 
that  pupils  suffering  from  progressive  troubles  do  not  strain  the 
eyes. 

Primary  Work — Paper  Construction. — - 

Baskets,  cornucopias,  drinking  cups,  furniture,  etc. 

Paper  beads  for  necklaces,  curtains,  etc. 

Take  a  sheet  of  manila  paper  used  for  writing.  Divide  one 
short  end  into  inch  spaces,  placing  first  dot  one  inch  from  long 
side.  Divide  other  short  end  into  inch  spaces,  placing  first  dot 
one-half  inch  from  long  side,  connect  with  heavy  lines,  cut  along 
lines.  This  will  provide  strips  one  inch  wide  at  one  end,  tapering 
to  a  point  at  the  other.  Beginning  at  the  wide  end  paper  is 
tightly  wound  on  a  bead  roller,  obtainable  at  a  kindergarten 
supply  store.  The  point  is  glued  fast;  the  beads  may  be  deco¬ 
rated  with  paint  or  ink.  The  colored  supplement  of  newspapers 
makes  pretty  beads  without  other  decoration. 

It  is  unwise  to  allow  the  children  to  use  hat-pins  for  rolling  the 
beads.  Eye  accidents  are  often  caused  by  the  use  of  sharp- 
pointed  apparatus. 

Poster  Work. — Large  pictures  without  too  much  detail  may  be 
cut  from  advertisements  and  pasted  on  heavy  paper  or  cardboard . 

Special  posters  and  calendars  for  each  month  hold  the  interest. 

Sewing. — Large  white  buttons  may  be  sewed  in  rows  on  card¬ 
board  with  dark-colored  thread. 

Sewing  stencils  may  be  obtained  from  the  Ideal  Supply  Com¬ 
pany,  Chicago,  Illinois,  and  sewing  cards  from  the  J.  L.  Hammet 
Company,  Boston,  Mass. 

Table  covers — use  crash,  unbleached  muslin,  burlap,  kinder¬ 
garten  cloth,  etc.  Work  out  design  in  yarns,  using  basting 
stitch.  The  principles  of  sewing  and  the  discussion  of  materials 
may  thus  be  taken  up  without  eye-strain. 

99 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Construction  Toys. — Supplied  by  nearly  all  school  supply 
companies. 

Mecanno  Construction  Toys — large  and  small  sets. 

Erector  Construction  Toys. 

Stay  Built  Blocks. 

Instructive  Sanitary  Toys  (Art  Toy  Co.,  San  Francisco, 
Cal.). 

Knitting  and  Crocheting. — Only  large  needles  and  coarse  ma¬ 
terial  should  be  used. 

Cut-outs : 

Bradley’s  Straight  Line  Picture  Cut-outs  for  Busy  Work. 

Milton  Bradley  Company,  Springfield,  Mass. 

Cut  Out  Letters — directions  given  in  Industrial  Art  Text 
Book — (See  reference  below). 

Suggestive  Books : 

Priscilla  Basketry  Book. 

Published  by  Priscilla  Publishing  Co.,  Boston,  Mass. 

“How  to  Make  Baskets,”  Mary  White. 

Published  by  Doubleday,  Page  and  Company,  New  York. 
“More  Baskets  and  How  to  Make  Them,”  Mary  White. 

Published  by  Doubleday,  Page  and  Company,  New  York. 
“Industrial  Art  Text  Books,”  Bonnie  E.  Snow  and  Hugo  B. 
Froehlich. 

Prang  Company,  Chicago,  Illinois. 

“School  Drawing  a  Real  Correlation,”  Fred  H.  Daniels. 

Milton  Bradley  Company,  Springfield,  Mass. 

“Primary  Handwork,”  Ella  V.  Dobbs. 

MacMillan  Company,  New  York. 

“The  Place  of  Industries  in  Elementary  Education,”  Katherine 
E.  Dopp. 

University  of  Chicago  Press,  Chicago,  Illinois. 

“Little  Folks’  Handy  Book,”  Adelia  Beard. 

Charles  Scribner’s  Sons,  New  York. 

“When  Mother  Let  Us  Cut  Out  Pictures,”  Ida  E.  Boyd. 

Moffat,  Yard  and  Company,  New  York. 

“Paper  and  Cardboard  Construction,”  George  E.  Buxton. 

Menominee  Press,  Menominee,  Wisconsin. 

“Seat  Work  and  Industrial  Occupations,”  Mary  Louise  Gilman, 
MacMillan  Company,  New  York. 

“What  and  How,”  Anna  Henderson. 

Milton  Bradley  Company,  Springfield,  Mass. 

“Educative  Seat  Work,”  Edward  F.  Worst. 

Charles  Thomas  Company,  Chicago,  Illinois. 

ioo 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


“  Handwork  for  Kindergarten  and  Primary  Schools,”  James  L. 
Hoxie. 

Milton  Bradley  Co.,  Springfield,  Mass. 

'‘Cardboard  Construction,”  J.  H.  Tryborn. 

Milton  Bradley  Company,  Springfield,  Mass. 

Catalogues  of  school  supply  companies  offer  many  suggestions 
for  busy  work. 


PREVENTION 

The  meaning  of  the  proverb,  “An  ounce  of  prevention  is 
worth  a  pound  of  cure,  ”  is  quickly  sensed ;  were  it  as  quickly  put 
into  effect  there  would  be  less  need  for  classes  for  conservation  of 
vision  in  the  public  school  systems. 

Educators  must  in  time  come  to  realize  that  it  is  indeed  a  poor 
policy  to  institute  classes  for  conservation  of  vision  with  proper 
lighting  and  equipment,  while  the  conditions  in  the  rest  of  the 
school  building  are  causing  defective  vision  more  rapidly  than 
classes  for  its  alleviation  can  possibly  be  established. 

Poor  lighting  conditions,  natural  and  artificial,  incorrect  seat¬ 
ing,  small  type,  highly  glazed  paper,  polished  surfaces,  dark-colored 
walls  and  ceilings,  etc.,  tend  to  accentuate  minor  eye  troubles  until 
in  many  cases  they  assume  gigantic  proportions.  Many  children 
who  enter  school  with  very  nearly  normal  vision  are  found  at  the 
end  of  the  fourth  or  fifth  year  to  be  suffering  from  serious  eye 
trouble.  Young  children  have  difficulty  in  accommodation;  in 
early  life  there  is  no  intensive  use  of  the  eyes;  on  entering  school 
the  accommodation  necessary  for  blackboard  work,  book  print, 
and  written  exercises  is  very  trying ;  if,  in  addition,  there  is  insuffi¬ 
cient  light,  eye-strain  is  almost  sure  to  result. 

Moreover,  if  children  in  conservation  of  vision  classes  go  from 
well-lighted,  properly  equipped  rooms  to  recite  in  rooms  having 
no  such  advantages,  some  of  the  benefit  received  from  the  special 
arrangement  must  necessarily  be  lost. 

In  many  cities  there  are  school  buildings  so  close  to  adjacent 
structures  that  adequate  day-light  is  impossible;  in  others  there 
is  no  artificial  light;  in  still  others  the  only  artificial  light  is  from 
the  open,  flickering  gas-flame  so  torturing  to  the  sight  or  the 
unshaded  electric  bulb  with  its  baneful  glare.  In  all  such  class 
rooms  the  teacher  is  expected  to  keep  the  children  up  to  stan- 


ioi 


102 


Grade  class  room,  Delaware  School,  Syracuse.  24'  o"  x  30'  o".  Actual  glass  window  space  equals  one-fifth  floor  area.  Win 
dows  are  3'  3"  from  floor  and  6"  from  ceiling.  Note  double  shades  adjustable  from  near  center. 


103 


fixtures  with  auxiliary  incandescent  bowl. 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


dard  requirements;  is  it  any  wonder  that  she  often  does  so  at  the 
expense  of  their  sight? 

Sometimes  it  is  the  superintendent  of  schools  who  needs  educat¬ 
ing;  sometimes  a  special  member  of  the  board  who  believes  that 
the  saving  of  money  needed  for  proper  conditions  is  an  economy; 
sometimes  it  may  be  the  politicians  back  of  the  school  appro¬ 
priations;  or  the  tax-payers  who  grudge  the  amount  that  might 
save  endless  suffering.  Unfortunately,  whoever  is  at  fault,  the 
children  pay  the  price. 

Given  proper  conditions,  the  results  will  be  better  work  accom¬ 
plished  in  a  shorter  time;  better  health;  better  citizens,  and  in 
time,  more  able  tax-payers  to  bear  their  share  of  the  burden. 

Were  every  grade  class  room  given  the  benefit  of  proper  light¬ 
ing  and  seating  conditions,  the  need  for  conservation  of  vision 
classes  would  be  considerably  decreased. 


FUTURE  POSSIBILITIES 

With  the  present  ong  list  of  children  waiting  to  enter  con¬ 
servation  of  vision  classes  it  will  readily  be  seen  that  in  the  im¬ 
mediate  future  such  classes  can  care  only  for  those  in  greatest 
need  of  the  advantages  offered.  The  time  will  come  when  the 
function  of  the  sight-saving  class  will  be  greatly  extended.  It 
will  then  be  possible  to  consider  certain  aspects  of  sight  saving 
that  can  now  be  given  no  place. 

It  is  well  known  that  if  there  is  the  slightest  tendency  to  eye 
trouble  the  diseases  of  childhood,  measles,  scarlet  fever,  whooping 
cough,  infantile  paralysis,  are  likely  to  attack  the  weak  spot. 
When  children  return  to  school  after  such  illnesses  some  effort  is 
usually  made  to  see  that  they  do  not  overtax  their  mental  and 
physical  strength,  but  it  is  seldom  that  any  attention  is  paid  to  the 
eye  condition.  Many  children  in  schools  for  the  blind  are  there 
because  no  care  was  taken  to  prevent  eye-strain  while  the  eyes 
were  still  weak  as  a  result  of  illness. 

The  conservation  of  vision  class  of  the  future  will  have  room 
for  such  children ;  they  will  go  to  their  own  class  for  oral  work,  but 
will  do  all  eye  work  under  the  supervision  of  the  special  teacher, 
who  will,  of  course,  receive  her  instructions  from  the  ophthal- 

104 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


mologist.  The  individual  attention  and  instruction  given  will 
keep  the  child  up  to  class  standards  and  may  even  help  to  make 
up  the  time  lost  by  the  illness.  It  may  be  necessary  for  him  to 
remain  only  a  few  weeks  in  a  conservation  of  vision  class,  or  it 
may  seem  wiser  to  keep  him  there  for  a  term.  When  he  returns 
permanently  to  the  regular  grade  he  will  enter  without  the  draw¬ 
back  of  eye  handicap. 


CONCLUSION 

The  best  recommendation  for  conservation  of  vision  classes 
comes  from  the  children  themselves. 

They  never  want  to  leave  when  the  dismissal  bell  sounds. 

They  are  not  truants,  although  while  in  the  regular  grade 
truancy  was  perhaps  their  greatest  fault. 

They  are  interested,  and  interest  is  the  magic  word  in  educa¬ 
tion. 

They  grow  independent,  because  they  must  learn  to  do  things 
for  themselves. 

They  become  confident,  for  through  confidence  their  trust  is 
won. 

They  go  forth  messengers  of  light,  because  they  have  been 
saved  from  darkness. 


05 


APPENDICES 


List  of  Large  Type  Books  Available* 

24  Point — Clear  Type  Series 

The  Aldine  Readers .  $6.20 

Book  One .  $1.10 

Book  Two . 1.80 

Book  Three .  3.30 

Baker  and  Thorndike’s  Every  Day  Classics .  2.85 

Book  Four  (abridged) 

Greek  Myths  (Grade  IV)  (cloth  bound) .  1.40 

Selected  Literature  for  Boys  and  Girls 

Grade  IV .  2.00 

Tales  from  Many  Lands . 75 

Stories  of  Childhood . 65 

Cinderella  and  Other  Stories . 60 

Grade  V .  4.80 

Science  and  Nature . 65 

Romance  and  Adventure . 60 

Stories  of  Childhood . 60 

Aladdin,  or  The  Wonderful  Lamp . 60 

Robinson  Crusoe . 85 

The  Story  of  Robin  Hood . 60 

Modern  Heroes . 90 

Grade  VI .  4.45 

The  Discontented  Pendulum  and  Other 

Stories  (cloth  bound) .  1.25 

A  Race  at  Sea  and  Other  Stories  (cloth 

bound) .  1.70 

The  Iliad,  a  Greek  Hero  Tale  (cloth  bound)  1.50 

*  Large  Type  Books  may  be  obtained  from  Mr.  Robert  Irwin,  Department 

of  the  Blind,  Board  of  Education,  Cleveland,  Ohio. 

106 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


Nellie  Allen’s  Geographical  and  Industrial  Studies 

United  States .  $4.90 

Cotton  and  Sugar . 60 

Wheat  and  Corn . 65 

The  Fruit  Industry . 60 

Coal . 60 

Iron,  Gold  and  Silver . 90 

Beef  and  Wool . 90 

The  Lumber  Industry . 65 

South  America . 75 

Coffee  and  Rubber 

Europe .  2.80 

Grapes  and  Olives . 75 

Flax . 60 

Norway  and  Other  Fishing  Grounds . 70 

Silks  and  Perfumes . 75 

Gordy’s  Stories  of  Early  American  History .  2.80 

(selected  chapters) 

Gordy’s  Stories  of  Later  American  History .  4.15 

(selected  chapters) 

Selected  Verse  (cloth  bound) 

Part  1.  (for  fourth  and  fifth  grades) .  2.00 

Part  2.  (for  sixth  and  seventh  grades) .  2.00 

36  Point  Type 

Jones’  Readers 

Book  One . $1.10 

Book  Two .  1.60 

Book  Three .  2.10 

Book  Four .  2.10 

Clear  Type  Readers 

Fairy  Lore  and  Fable .  1.35 

Foolish  and  Wise  Folk .  2.65 

War  and  Peace .  2.00 

Men  Who  Work  Wonders .  1.35 

Winning  by  Work .  2.65 

Ohio  System  for  Artificially  Lighting  Conservation  of 
Vision  Class  Rooms 

For  the  average  size  class-room  (750  to  900  sq.  ft.  of  floor  area) 

install  at  least  four  or  six  outlets,  preferably  the  latter.  Provide 

107 


MANUAL  FOR  CONSERVATION  OF  VISION  CLASSES 


at  least  two  and  one-half  and  preferably  three  watts  per  square 
foot  of  floor  area.  Use  indirect  or  semi-indirect  fixtures  with 
glassware  of  such  a  size  and  density  that  with  the  lamp  installed 
therein  the  brightness  of  the  glass  is  not  greater  than  400  milli- 
lamberts  (a  milli-lambert  is  0.001  of  the  lambert,  the  C.G.S. 
unit  of  brightness  which  is  the  brightness  of  a  perfectly  diffusing 
surface  radiating  or  reflecting  one  lumen  per  square  centimeter). 
(A  400  watt  Mazda  C  amp  when  operating  at  rated  voltage  and 
located  in  a  14-inch  bowl  with  a  depth  of  about  nine  inches  will 
provide  a  brightness  somewhat  lower  than  400  milli-lamberts.) 
Any  size  of  bowl,  or  type  of  glassware,  which,  with  the  size  of 
lamp  necessary,  will  produce  a  brightness  equal  to  or  less  than  the 
above  figure,  will  not  produce  a  serious  amount  of  glare.  No 
unit  of  a  greater  brightness  should  be  installed.  With  such  units 
the  ceiling  should,  of  course,  be  white  or  very  light  in  color. 


108 


UNIVERSITY  OF  ILLINOIS-URBANA 


